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Visual Education 




TEACHERS' GUIDE TO 

KEYSTONE "PRIMARY SET" 



KEYSTONE VIEW COMPANY 

(INCORPORATED) 
EDUCATIONAL DEPT. MEADVILLE, PA. 



L5/DH- 



Copyrighted, 1920 



KEYSTONE VIEW COMPANY 

ALL STEREOGRAPHS AND LANTERN SLIDES COPYRIGHTED 
ALL RIGHTS SPECIFICALLY RESERVED 



[)EC 25 1920 

§)CI,A604774 



STATEMENT 

EVERY advance made in any phase of civilization is ac- 
companied by corresponding changes in the theories and 
methods of education. Just now the educational systems 
of our country are in process of reconstruction. Teaching 
values are being subjected to keen criticism and a new align- 
ment of teaching forces is being made. The old rote method 
is, long since, outlawed; compulsory learning is fast falling 
into disrepute ; and training of the whole child through the 
voluntary activities of his own mind and body is becoming 
the ideal of education. So projects are being planned and 
carried through, and experiences of all kinds are being sought 
for the children. ''We can have no ideas without experience," 
says Dr. Claxton. From this standpoint visualization is essen- 
tial, for visualization is experience through sight. 

Several years ago the Keystone System of Visual Education 
through Stereographs and Lantern Slides was presented and 
from the beginning met with success. The ''600 Set" was is- 
sued, providing a standardized list for general use. Lately 
there has come a demand for a Primary Set especially adapted 
to the needs of the kindergarten and the first three grades. 
The pictures have been carefully selected to meet the needs of 
the little people and some of the leading educators of the coun- 
try have written the chapters showing teachers how to use 
them. 

These outlines are intended to be suggestive, not coercive. 
They are not necessarily to be followed exactly. Not all the 
suggestions made have a direct connection with the pictures 
of the Primary Set ; yet every outline does indicate a method 
by which a great teacher approaches a subject and makes it a 
living force in the mind of the child. These outlines furnish 
material for immediate use ; but, better yet, they afford models 
and ideals with which, by comparison, a teacher may measure 
and justify her own original work. 

This work, the Primary Set and Teachers' Guide, combining 

3 



4 STATEMENT 

material for both pupils and teachers, is presented with the 
hope and confident expectation that it will help to make the 
processes of education more natural and therefore easier, 
quicker and more forceful. 

Keystone View Company. 

Meadville, Pa., August, 1920. 



TABLE OF CONTENTS 

PAGE 

The Value of Pictures in Teaching Katherine T. Bryce 3 

Language Training through Visualization 

William C. Bagley, Ph.D. 11 

Stereographs for Young Children . Frank M. McMurry, Ph.D. 16 

Visual Education through the Stereograph 

G. A. Mirick, A.M. 19 

The Teaching Content Jean Frey 21 

How to Use the Stereographs and Lantern Slides 30 

CLASSIFICATION 

Title List 33 

Children of Many Lands Annie E. Moore 38 

Studies of the World in Which We Live 

Harriette Taylor Treadwell, Ph.B. 45 

The Seasons Rose Lucia 71 

Plants and Animals Anna Botsf ord Comstock 85 

What We Eat and Wear Margaret Noonan, Ph.D. HI 

Travel and Trade Ethel I. Salisbury, A.M. 126 

Primitive and Modern Life and Homes 

Louise Wilhelmina Mears, Ed.B., A.M. 133 

The Child as a Citizen Anna Brochhausen 143 

Health and Hygiene Isabel Best 155 

Story-Telling and Reading Allie M. Hines, A.B. 164 



EDITORIAL BOARD 

FOR THE KEYSTONE "PRIMARY SET 




W. C. Bagley, Ph.B. Catherine T. Bryce Frank M. McMurry, Ph.B. G. A. Mirick, A.M. 




Anna Botsford Comstock Margaret Noonan, Ph.D. Ethel I. Salisbury 



Louise \V. Mears, 
Ed.B., A.M. 




Anna Brockhausen 



Isabel Best Allie M. Hines, A.B. 



THE VALUE OF PICTURES IN TEACHING 

By Katherine T. Bryce 

Assistant Professor of Elementary Education in the Graduate School of 
Yale University. 

"SEEING IS We believe what we see with our own eyes. 

BELIEVING" How often we hear the expression, or use it 
ourselves, "I wouldn't have believed it possible, if I had not 
seen it myself." No verbal description can produce so vivid 
a mental image as the actual sight of the object itself ; no 
narrative of events can produce the impression that a personal 
witnessing of these events can photograph on the mind, can fix 
in the memory. 

Once a traveler was relating his experiences in far off lands. 
So wonderful were some of his tales that they taxed the 
credence of his hearers. At last one doubter exclaimed, "If 
you hadn't seen those peculiar people with your own eyes, 
would you have believed that such as they existed on the 
earth?'* The traveler answered, ''No, I must confess I would 
not." "Then," cried his hearer, "I claim the right to doubt the 
truth of your story until I have had your opportunity to see 
such people with my own eyes." All who stood by laughed in 
anticipation of the traveler's discomfiture. But he was not at all 
disconcerted. Handing a small package to the speaker, he said. 
"I have brought the opportunity to you." Curiously the man 
opened the packet, while his friends crowded close around him. 
"Pictures!" they cried as the wrapper was removed. "Yes, 
snapshots I took on my journey," replied the traveler. There 
before them lay a number of photographs showing graphically 
the people and scenes described by the traveler. After they 
had passed from hand to hand, the original doubter returned 
them to the traveler saying, "You are right; the opportunity 
to see what you described has been brought to us. No sane 
person will doubt the testimony of the camera. We are all 
convinced of the truth of your statements." 

7 



8 THE VALUE OF PICTURES IN TEACHING 

Next best to giving our pupils direct sight of an object, 
ranks the presentation of that object in a well taken, truthful 
photograph. 

THE KNOWN In teaching through photographs, it is well to 

FIRST begin with pictures of familiar things. The close 

study of a picture of a well known object often develops an 
appreciation for it that the actual object never awakened. 

After looking for a few minutes at a picture of a spider 
and its web (84), a child exclaimed, "Why I never knew a 
spider-web is so pretty. I thought it was only something to 
catch flies and dust. How the spider must have worked to 
make such a pretty piece of lace !" The child's experience is 
common to all. Perhaps Browning best expresses this old 
yet ever new discovery in the lines: 

We're made so that we love 

First when we see them painted, 

Things we have passed 

Perhaps a hundred times, nor cared to see. 

There is another value in beginning picture study with 
familiar objects : The pupils seeing how true to life the well 
known things in the photograph are, have confidence in the 
truthful representation of things outside their personal experi- 
ences. To illustrate : A small boy on being shown a picture 
of a rhinoceros (68) said, ''That is only a picture. I guess 
somebody made believe there is such an animal." Instead of 
trying to convince the little skeptic through words, the teacher 
showed him some pictures of animals he knew, asking as she 
showed each, ''Does this look like any real animal ?" "Yes !" 
cried the child. "That's the picture of a real dog (3). That's 
a real goat (4). Oh, those are some bunnies (85). That's 
a mother pig and her babies (95). What cunning little 
calves (92) ! Oh, see the sheep (93) and the old horse 
peeping over the fence !" The teacher then asked, "What 
would you think of a little boy who said these were only 
make-believe animals; that there are no dogs or goats, or 
bunnies, or pigs, or sheep, or calves, or horses in the world?" 
"I'd think he was crazy," was the boy's emphatic answer. 
"Well," said the teacher, "the same kind of camera that took 



THE VALUE OF PICTURES IN TEACHING 9 

the pictures of the animals you know, took that picture of 
the rhinoceros I showed you and that you thought was a 
make-beHeve picture. Perhaps, if I showed the pictures of 
your animal friends to a little boy who knows the rhinoceros 
well, he would think they were only make-believe pictures." 
The child pondered this a moment and said, ''Well, if the 
camera made my animals look just right, I guess it made that 
one just right too. Show me some more funny ones, please." 



FROM THE Through pictures the pupils may be led 

^S2^™^^.,,^T from their first-hand knowledge of the known 

THE UNKNOWN ,. , . . , 

to the miderstandmg and appreciative knowl- 
edge of the unknown. Thus the picture of the milk- 
weed pod (29), something that is known to the child, will 
help him interpret a picture that shows how cotton grows 
(54). The familiar process of tapping the sugar maple 
(24), when presented in a picture, makes easier the pupil's 
understanding of the likenesses and differences in tapping a 
rubber tree (55). So through pictures, comparisons may be 
made in manners and customs, modes of travel, dress, occupa- 
tions, people, industries and physical features of the home- 
land and foreign lands. 

Many a question is raised, many a project is suggested by a 
picture, that may lead to the most interesting, most intelligent 
study on the part of the pupils. For example, one picture 
showing a water carrier distributing his ware may be the 
wedge that opens up the whole question of dry or desert 
regions. 

Again the picture shows plainly, and at times to our sur- 
prise, that the thing we think well known often lies in the 
land of the unknown for the child. A little girl who can read 
and recite "Baa, Baa, Black Sheep" was astonished when 
shown a picture of sheep being sheared (123). "Why are 
they cutting off the poor thing's hair?" she asked. "They are 
shearing the wool," answered her mother. The child's face 
expressed such bewilderment that her mother questioned her 
closely and discovered that the child's idea of the Black Sheep's 
wool was three knitting bags filled with worsted to make 
sweaters for the master, his dame and the little boy down in 
the lane. 



10 THE VALUE OF PICTURES IN TEACHING 

THE UNKNOWN Through carefully selected photographs, 

BECOMES KNOWN properly studied, the pupil may travel to 
the far ends of the earth. There is an old-world folk-tale that 
tells of a king who spent his time in devising well-nigh 
impossible tasks for the wise men of his realm. Once he 
called them before him and said, "Tell me how I can see 
the wonders of the world without leaving my throne. Un- 
less one of you solve this question to my satisfaction, ye 
shall surely die." The story relates how one of the wise 
men saved his own life and the lives of his fellows by 
painting on the walls of the palace each w^onder that the king 
desired to see; thus giving satisfaction to the despotic ruler 
and proving to all men and for all time that the wonders of 
the whole world can be brought to one place, through the 
magic of pictures. Through the study of pictures the borders 
of the homeland are extended until the far away unknown 
becomes the known. 



LANGUAGE TRAINING THROUGH 
VISUALIZATION 

By Wm. C. Bagley, Ph. D. 

Professor of E^ducation, Teachers College, Columbia University, Author: 
"The Educative Process;" "Class Room Management;" "Craftmanship in Teach- 
ing;" "Educational Values;" "School Discipline." Joint Author: "Human 
Behavior." Editor: School and Home. Joint Editor: Journal of Educational 
Psychology. 

LANGUAGE Language training means the development of 
effective habits of expression. This is very far 
from a simple process. The learner must have thoughts and 
desire to express them ; he must have a sufficient vocabulary ; 
he must be able to put these words together so that the thought 
will be set forth clearly and forcefully. The first task of the 
teacher is to see to it that the pupil has thoughts to express and 
the desire to express them. When this condition is met, the 
steps essential to the building of a vocabulary and to the im- 
provement of diction and syntax will readily follow. To secure 
spontaneous expression is the fundamental problem of lan- 
guage training. 

ORAL Until recently the efforts of teachers to im- 

EXPRESSION . -^ 1- V J 1 1 ^ ..u 

IS BASIC prove expression were limited very largely to the 

work in written composition. Indeed, language 
work in the schools meant the writing of essays and com- 
positions. Today this is happily changed. To speak well is 
recognized as a much more important accomplishment than to 
write well. Furthermore, it is much easier to develop good 
habits of written expression from skill in oral expression, than 
it is to reverse the procedure and attempt to develop speech on 
the basis of writing. Spontaneous oral expression, is, then, 
the first objective in language training. 

ORAL LANGUAGE It is uot only possiblc but essential to begin 
BEGiNrEARLY ^^^^ language training very early— just as 
soon, indeed, as the pupil enters school. If 
pupils learn at this time to speak clearly and to the point, a 
great many of the difficulties that beset the teaching of lan- 

11 



12 LANGUAGE TRAINING 

guage in the upper grades will be prevented at the outset. 
Good primary teachers of today recognize this fact and strive 
diligently, and often with marked success, to develop good 
speech habits in their pupils. 

ORAL EXPRESSION In sccuriug spontaneous oral expression, 
F^ROM rnn D's from young children, it is always good prac- 

EXPERiENCE ticc to go dircctly to the experience of the 

child. If something out of the ordinary has 
happened in his life, he is sure to be interested and he is nor- 
mally willing and anxious to tell others about it. A new toy or 
a new pet, the experiences of a birthday party, a trip that the 
child has taken, a visit from a friend or relative — these are 
types of the great events of childhood. As means of language 
training, however, they have their limitations. They do not 
happen every day — indeed if they did they would become 
commonplace and lose the very value that the language lesson 
seeks to exploit. Nor are they always suited to the purpose of 
the lesson. The teacher, unacquainted with the actual ex- 
periences, is unable to predetermine their value and is often 
handicapped in making the recital by the individual child of 
large benefit to the class as a whole. 

THE EXCURSION This difficulty in using the haphazard ex- 

^Sr^rf^i^i^cexr^xT pericnccs of children has led many teachers 

FOR EXPRESSION - . , , . , , 

to devise means by which real experiences 
could be provided beforehand and the conditions of these 
experiences in some measure controlled, to the end that each 
may have a deeper interest in and a better understanding 
of the experiences of all others. Thus the class excursion 
has been profitably used as a source of common experi- 
ences concerning which it is easy tO' have lively discussions. 
But excursions in their turn have unfortunate limitations. 
They cannot occur very often because of the time that they 
consume and because of the difficulty in finding a variety of 
interesting objectives in the immediate vicinity of the school. 

THE PICTURE Happily a device is available which embodies 

many of the advantages of out-of-school experi- 
ences and class-excursions, with none of their most obvious 
disadvantages and limitations, namely, the picture. Indeed, all 



LANGUAGE TRAINING 13 

things considered, the intelHgent use of pictures constitutes 
undoubtedly the best single means of securing the type of 
spontaneous expression upon which all successful efforts 
toward the improvement of language must be based. 

CORRECT USE The qualification, intelligent use, is, however, 

OF PICTURES ^gj.y important. Pictures are educationally ef- 
fective only when they stimulate the imagination to the point 
where one actually lives the pictured situation — actually feels 
one's self there. Once this condition is fulfilled, the picture 
becomes an educational agency of the greatest importance; if 
this condition is not fulfilled, the use of pictures may easily 
become formal and profitless. 

THE STEREOGRAPH Ordinary flat pictures, whether photo- 
THE BEST PICTURE graphs or drawings, do not often furnish 
the illusion of reality which is so essential. The stereo- 
graph, however, overcomes the defects of the flat picture 
in a most telling fashion. It supplies the third dimension 
which the flat picture lacks — the dimension of depth. How 
much this adds to the reality of a picture is plain to anyone 
who has looked at a good stereograph through a good 
stereoscope. The situation depicted is right before you. The 
moment your eyes are focused upon it, you feel that you are 
there — that you could walk right out into the foreground. 
The objects take their accustomed positions. This tree has 
not only height and width, it has thickness. That house has 
depth. The human figure in the foreground has substance. 
All of these facts go with reality, and because they are present, 
the illusion of reality is well-nigh complete. 

ILLUSTRATION What this may mean for language training 

?L™^^^^,^„,?^ will be clear from a few illustrations. Let 

STEREOGRAPH , oi- i >t i ^ r i t^ t-. • 

US take blide No. 14 ot the Keystone rrmiary 
Set. This slide represents three children making a snow 
house. To make a snow house is an important event in 
the life of the child, especially when a snowfall sufficient 
for this purpose may not come more than once or twice 
during an entire winter season. The picture makes it pos- 
sible to re-create the experience imaginatively at any time; 
and for pupils who live where snow never falls, the picture 



14 LANGUAGE TRAINING 

may even stimulate an experience entirely imaginary but pos- 
sessing some of the keen delights of a real episode. 

STUDY OF The questions that should be asked by the 

STEREOGRAPH teacher to direct the picture study will vary 
with the grade and especially with the type of child. The 
picture in question will probably be best used in the first 
or second grade. With some children, it will be enough 
merely to imagine themselves one of the children pictured 
and to tell about what they have been doing. With others 
it will be well to make certain that the pictured situation 
is fully understood by asking questions that will direct 
attention to important conditions revealed by the picture. 
These children seem to be playing in a vacant lot. Perhaps 
it is the backyard of the home of one of them. The reasons 
that would support one or another of these suggestions would 
start the pupil in a search for details. Is it a cold or a mild 
winter's day? How can you tell? Once the situation is pic- 
tured, the constructive imagination may be set to work. The 
pupil may imagine himself to be one of the children in the 
picture and asked to give to the class an interesting descrip- 
tion of how the snow house came to be built, and of what will 
be done to finish it. The flag will suggest to some that the 
house is to be part of a snow fort, and the completed fort may 
well be described, together with a subsequent snow battle 
with which some active little mind will wish to complete the 
drama. 

Another snow picture. No. 15, represents two children 
coasting. The stereograph is exceptionally good in the illusion 
of cold that it suggests, and preliminary questions could profit- 
ably be asked to direct the attention of the pupils to the de- 
tails of the picture that mean cold. The different types of 
sleds and the relative advantages of each are other topics 
that will pave the way for a variety of imagined coasting 
experiences. 

VOCABULARY When a child has begun to talk spontaneously, 
AND SYNTAX j^jg training in English has begun. Then usage 
will fix vocabulary and syntax, for speech is largely a matter 
of habit. Mere knowing how will never fix correct forms — 



LANGUAGE TRAINING 15 

that can be done only by continual use, forming correct habits 
of speech. Every teacher knows how deeply the incorrect 
speech of home is fastened in the child's mind when he enters 
school and how difficult it is to change these habits. Children 
must be led to use the correct forms again and again until they 
become parts of their natural expression. For this purpose 
pictures of common things that call for expression in familiar 
words and phrases are of great value. 

Great care must be taken not to kill the joy of ex- 

DICTION 

pression by unwise criticism. Most Americans taste 
words and delight in them. They quickly learn to love and 
appreciate a beautiful or apt phrasing. Slang is one manifes- 
tation of the desire for vivid expression. It is possible to make 
children realize that clarity, picturesqueness and force are all 
increased by correctness of speech and purity of diction. 

VALUE OF It is wonderful good fortune to have at hand 

PRIMARY SET selected pictures (as this Keystone Primary 
Set), instead of making a haphazard choice as is so often done. 
These pictures are simple in composition, yet so comprehensive 
in scope as to cover a wide range of life activities. 



STEREOGRAPHS FOR YOUNG CHILDREN 

By Frank M. McMurry, Ph. D. 

Professor of Elementary I^ucation, Teachers' College, Columbia University. 

Author: "How to Study and Teaching How to Study;" "Elementary School 

Standards." Joint Author: "Tarr and McMurry's Geographies;" 

"Method of the Recitation." 

PICTURES Everyone recognizes the value of a library for 

FFATHR?^^ boys and girls of the higher grades. Their free- 
IN BOOK dom to finger the pages and read them as they 

please tends to result, ultimately, in a love of 
literature and the habit of reading. Where younger children 
have access to a library, they are inclined to search out the 
books with pictures and, even though they can read, to confine 
their reading largely to the part that concerns the pictures. 
In other words, pictures are the especially attractive feature 
of books for young children. 

SPIRITUAL This fact should be kept in mind in consider- 

nSpfssary'^n ^^^^ what stereographs can do for primary pupils. 
EDUCATION One should hold in mind, also, the narrow- 
ness, abstractness, and barrenness of the usual 
course of study in the Primary. In the estimation of the 
average parent and teacher the little child goes to school to 
learn the three R's ; not to get new thoughts, but new symbols 
for thoughts that are already familiar. While everyone regards 
such information as among the essentials of an education, if 
that is almost the sole kind that the child gets during two or 
three years of school, he is in danger of sacrificing his mental 
life. The three R's are narrow, at their best, and they are 
very often stultifying. What is required first of all in the 
education of young people is spiritual nourishment; that is a 
demand even superior to ability to read and write. 

HOW How stereographs can contribute to this pur- 

STEREOGRAPHS p^gg ^^^ ^^^ j^^g^ indicated by reference to some 

CONTRIBUTE ^r .u • ^ ..V, 1 TD' ^ u 

of the pictures themselves. Picture number 
122 shows several men standing on the bank of the Columbia 

16 



STEREOGRAPHS FOR YOUNG CHILDREN 17 

River in Oregon holding a large net filled with salmon just 
drawn from the water. ''How many fish are there? Were 
they all caught at one time? How big is a salmon? How 
heavy is it — could I lift one? Do they live in rivers? How 
wide is the river? What kind of boots are the men wearing? 
Can they wade across that river? How do they use boats? 
Why is one man holding a fish over his head? Are all fish 
caught in this way? Have I eaten any salmon? Where can 
you buy it ?" These are all questions suggested by the picture 
and partly or largely answered in it. 

Picture number 140 shows an Eskimo dog team and sled 
and some Eskimos ; and it prompts such remarks and questions 
as the following: "What cute looking dogs! They are just 
about the size of my Fido. See how they are harnessed! 
How many persons will the sled hold? Why don't they use 
horses? How could you tell an Eskimo dog, if you should 
see one? See how the men are dressed! What are they 
wearing? Why do they have such clothes? See how thick 
and black their hair is ; I could tell an Eskimo, if I should see 
one. I know the kind of houses they live in — I can tell how 
their houses are built." 

Picture number 54 shows a broad field of cotton all ready 
to pick, and men, women and children at work in it. Remarks 
and questions of many kinds are suggested: "That looks like 
easy work. What is that white stuff? What is it good for? 
How can it be made into cloth ? Am I wearing any of it now ? 
Why are all the workers negroes ?" The scene in picture num- 
ber 50 is a coconut farm in the Philippines, with a great pile 
of coconuts on the ground, a man riding an ox, a boy climbing 
one of the trees, and a thatch-roofed shed and house. The 
difference between such trees and ours, the reason for so little 
clothing, how the coconuts are gathered, why the houses are 
built so, and many other topics are subjects for conversation. 
Thus each picture is likely to suggest a long and an important 
line of thought. It introduces the subject in a very concrete, 
natural way, and furnishes occasion to review facts already 
known, to add to such knowledge, and to organize it more 
fully. 



2— O. 20 



18 STEREOGRAPHS FOR YOUNG CHILDREN 

CHILD'S OWN Children bring with them a host of expe- 

ARE^OF^vis^AL ^i^^^es within the realm of nature study and 
IMPORTANCE geography. For example, even at six years of 
age they are likely to have learned some things 
about fish and fishing; to have heard some stories about 
Eskimos and Eskimo dogs ; to have seen streams of some sort ; 
cotton cloth and perhaps some cotton ; coconuts and possibly 
palm trees; and many of them know much detail about such 
things. Also, they have active imaginations ; and such a tend- 
ency to ask questions that they are often a nuisance outside of 
school. Very frequently, owing to exclusive attention to the 
three R's in the school, such experiences are so ignored that 
the child concludes that they are not of importance and 
neglects their further collection ; at the same time the power of 
vivid picturing atrophies from disuse ; and the boy who at six 
kept you busy with questions, at ten is less likely to bother 
either himself or others in that way. 

STEREOGRAPHS Here is where stereographs perform a vital 

multiplyThese service. They utilize and multiply these out- 
EXPERiENCES side experiences, and preserve and develop 

these important mental tendencies ; thus they 
help to feed the mind, while the symbols for learning are being 
mastered. Through them, also, the active mental picturing that 
is encouraged by literature is paralleled in nature study and 
geography, and the way is prepared for the more systematic 
pursuit of the latter subjects later. 

STUDY OF THE Why should the study of the world about 

WORLD SHOULD ^^c child Wait ou his ability to read and 

SUPPLY MOTIVE v o r- v ^ u ^^ J J 

FOR STUDY OF writc ? Can it not better precede and ac- 

FORMAL SUBJECTS company the development of that ability, 
thus supplying motive for those formal sub- 
jects and giving them a richer content? To delay such study 
until the facts about the world can be dug out of the printed 
page is to ignore child nature, to substitute second-hand for 
first-hand knowledge, and to misconceive the best method of 
teaching reading itself. If the school should make use of what 
the child already knows, if it should broaden his observations 
and interests and be a stimulus to him as well as a source of 
information and skill in the formal arts, the stereograph can 
well occupy an important place in its plan of work. 



VISUAL EDUCATION THROUGH THE 
STEREOGRAPH 

By G. A. Mirick, A. M. 

Instructor in Education in Harvard University. Educational Specialist, Cam- 
bridge, Mass. Formerly Assistant Commissioner of Education, Supervising 
Elementary Schools, State of New Jersey. Author: "Home Life Around the 
World;" "A Grammar for Elementary Schools." Joint Author Kendall and 
Mirick Series: "How to Teach the Fundamental Subjects;" "How to Teach 
Special Subjects. 

EDUCATION MUST 'The prcssiiig business of the school is to 

WIDEN RANGE OF widen the range of intercourse/' says H. G. 

INTERCOURSE Tur n Oi.Ji.ri t,i 

Wells. Students of human problems agree 
that social consciousness and social intelligence are basic in a 
sound and stable civilization, and that education to this end 
should begin early. 

THE STEREOGRAPH In the primary grades reading is too slow 
GIVES PERSONAL ^ proccss to be much relied on as a means 

CONTACTS 

of gaining new ideas. Personal contacts 
are of first importance. Herein lies the pre-eminent service 
that the stereograph may render in primary education. It is 
the only three dimension picture. When seen through the 
stereoscope, each figure in the picture stands out in bold 
relief. There is given an impression of solidity and of space. 
It is the most lifelike of all photographs and it is far superior 
to moving pictures in its simplicity and its adaptability to class 
instruction. 

THE STEREOSCOPE Again, the stereoscope is itself a help to 

CONCENTRATION ^'^^y. for it shuts out the immediately 
surroundmg world, and focuses the mmd 
on the bit of world presented by the picture. The pupil is 
for the time being transported into the situation into which he 
is looking more absorbingly than by any other known device. 
This mental concentration is a quality of real study. The 
systematic and proper use of the stereoscope cannot but pro- 
mote the development of a habit of controlled attention that 
will be of positive value in all mental work. 

19 



20 VISUAL EDUCATION 

PICTURES MUST To secure educational results in this power 
BE STUDIED q£ concentration and in the acquisition of 

ideas, children need to be trained to observe carefully and re- 
port accurately, to think through a picture, to get its real sig- 
nificance and relationship to the world in which he lives. It 
follows then that, as a rule, not more than one picture will be 
studied in any one lesson. If several pictures illustrate one 
topic, generally it will be more profitable to study them in suc- 
cessive lessons than to give a hasty, ill-considered glance at all. 
It is the study of a pictiwe that makes its use educational, not 
the mere looking at it. 

THE KEYSTONE The Stereographs of this series have been 

PRIMARY SET selected for primary school children and the 
pictures are to an exceptional degree suited to illustrate this 
work in a variety of ways — in nature study, in occupation, in 
play, in life under dififerent civilization conditions, in child 
civics and history, and in the many topics that are generally 
classed as geographical. Moreover, the stereographs are 
clearly the kind that children enjoy studying. Children are 
interested in children. They like to see children in action, 
doing the things that children naturally do. They also enjoy 
seeing grown people engaged in the common aflfairs of life, 
particularly if children are participating. 

Although the atmosphere of childhood pervades the stereo- 
graphs almost without exception, yet the substantial features 
that are to convey the lesson have not been lost. These features 
are here in rich variety, and they are presented in a way to 
produce that "sense of wonder at the unknown, and curiosity 
at the idea of the distant" that is the best incentive to study. 



THE TEACHING CONTENT 

By Jean Frey 

Department of Social Sciences, Youngstown, Ohio. 

KEYSTONE VIEWS There is a constant and pleasing surprise in 
n^^ONTENT finding how many interesting and important 

subjects may be illustrated by each view and 
one never seems to exhaust their possibilities. The views in- 
cluded in this Primary Set have been carefully chosen for 
definite purposes and have been classified under definite head- 
ings ; and yet each view could have been classified under sev- 
eral other headings. The first result is that the set is far 
richer in teaching material than would appear at first sight. 

THE CHILD IN One of the first difficulties in the primary 
THE SCHOOL school is to bring about the proper adjustment 
between the school and the child. He is in a new place, 
perhaps away from home and mother for the first time in 
his life; or perhaps he is brought in from the slums and 
the streets. In any case he is usually highly individualized, 
lacking in social consciousness. That is, he is without ex- 
perience in self-control or sense of responsibility; he has 
little recognition of the rights of others and less of any 
relationship outside of family; yet these adjustments must be 
made. He must receive a social education whose aim, simply 
stated, is first, the gaining of better thoughts and feelings, then 
self-expression through speech and action. "We can have no 
ideas without experience," says Dr. Claxton. Our experiences 
are our own reactions to certain environments or activities with 
which we come in contact. And so, in teaching, the big thing 
is to give children such environment or activities as will 
produce the experiences which they need for their develop- 
ment. 

Some of these views have been chosen for this purpose. 
They interest the child. He projects himself into the view and 
the things he sees become his own experiences. 

21 



22 THE TEACHING CONTENT 

STORED-UP Again, as Wordsworth says in his 'H^'inturn 

EXPERIENCES Abbey," the richness of hfe will depend upon 
his stored-up experiences. In childhood we store up memories 
not only of sight but of feelings for grass and flowers, for 
wind and rain and snow-swept fields. It is these feelings that 
furnish the understanding for literature and art, and pleasure 
in lonely hours. Too many children are storing up feelings 
for only paved streets and crowded tenements. They will 
be mentally impoverished. Some of these pictures have been 
chosen for the purpose of storing in children's minds the feel- 
ing for nature. Without these such writings as ** Snow-Bound" 
or Wordsworth's ''Daffodils," have very little meaning. 

THE No good kindergarten or primary school neg- 

COMMUNITY 2ects its community ties. Through the Parent 
and Teacher Associations, by accenting the common interest, 
something is being done toward unifying the community life ; 
through Mothers' Meetings, home and school are being har- 
monized. Here the Keystone stereographs and lantern slides 
are indispensable. The pictures will give ideas of what chil- 
dren should be and do and know. They are a source of enter- 
tainment and may be used to show civic beauty, cleanliness, 
health and good living. Through them may be awakened pride 
and the spirit of cooperation. 

1. Where Are They Going? 

This picture is primarily for obtaining freedom in expres- 
sion. Sometimes the children may be allowed to discuss it, 
making the approach in whatever way they choose — sometimes 
the teacher will select the topic which needs to be developed at 
that particular time. Such conversations will necessarily be of 
the simplest kind both in form and in subject-matter, yet they 
must not be desultory but must lead toward some definite 
objective held clearly in the teacher's mind. No one need try 
to exhaust a picture in one conversation. Looking again at a 
view to develop a new idea will be meeting an old friend in a 
new connection. This type of work will possibly help chil- 
dren to organize and classify ideas gained through the use of 
pictures, and that result is most worth while. 

Following is an outline of some of the topics for discussion 



THE TEACHING CONTENT 23 

presented by this picture. No matter what topic is discussed, 
training in expression will be obtained. The outline is intended 
to be merely suggestive. 

I. The Story of the Picture. 

(a) Introduction — How the children happened to be where 

they are. 

(b) Body of the story — What they are doing now. 

(c) Conclusion — What they did finally. 

II. Sociology and Hygiene. 

(a) Children. Pupils may discuss the possibilities of 

1. Relationship. 

2. Whether at home or visitors. 

3. What they are doing. 

(b) Clothes. 

1. Loose and comfortable, suitable for play. 

2. Neatly fastened with buttons. 

(c) Cleanliness. 

1. Both bodies and clothes are clean. 

2. Clothes look as if freshly changed, suggesting home 

care. 

3. Children appear to be responsible for their cleanli- 

ness. 

Such discussions, leading up to the home, the work in the 
home, the individual participation and responsibility, give 
secure foundation for later social studies. The pleasure and 
comfort of cleanliness may well be emphasized. 

III. Civic Ideas. 

(a) Purpose of the fence. 

1. To protect property. 

2. To mark boundaries. 

(b) Paths. 

Trespassing may come in for discussion. Such conversa- 
tions may give first ideas of property rights. 

IV. Nature Ideas. 

(a) Woods. 

1. Kinds of trees known by leaves and bark. 

2. Trees planted by falling seeds. 

3. Sun, rain, soil, necessary to growth. 

4 Things commonly found in woods as wild flowers, 
nuts, birds and squirrels. 

(b) Season. 

(c) Hill. 



24 THE TEACHING CONTENT 

11. The Teaparty 

Here are lessons in hygiene and sociology good for children 
and mothers alike. The comfort and happiness of cleanliness 
and good manners need to be taught very forcibly. They are, 
perhaps, the most democratic influences in the lives of little 
children as their tendency is toward equalization. Too much 
time is spent in equalizing downward instead of upward. 

I. The Little Girl. 

(a) Cleanliness. 

(b) Neatness. 

(c) Health. 

1. Goes to bed early. 

2. Eats wholesome food. 

(d) Carefulness. 

(e) Manners — Sitting straight, feet on ground, etc. 
II. The Tea-Table. 

(a) The cloth — Clean and straight. 

(b) The dishes — Set on table nicely. 

(c) Care — When the party is over. 
III. The House. 

(a) Not a rich home — a well kept one. 

(b) Mother's care for the home. 

(c) Children's care for the home. 

123. Shearing Sheep 

In the study of this view should be laid foundations for 
future economic and sociological training. The dependence of 
men upon animals and upon the work of other men may well 
be emphasized. 

I. Wool. 

(a) Source — From sheep and lambs. 

(b) Uses — Woolen cloth is very warm. 
II. Country Life. 

(a) Farmhouse. 

(b) Barns — Protection and storage. 

(c) Windmill — Power. 

(d) Trees — For shade, fruit, lumber, fuel. 

(e) Fields — Pasture, crops. 

(f) Animals — Sheep, cows, horses, dog, etc. 
III. Social Problems. 

1. Comparisons of farm and city life. 

2. Country people do work for city people. They furnish 

the food, the cotton, the wool, the hides, etc., with 
which city people live and work. 



THE TEACHING CONTENT 25 

3. City people do work for country people. They make the 
tools, the cloth, the leather, etc., which country people 
use. 

24. Helping Uncle Tap the Sugar Maple Trees 

It is a" good plan to let children tap a maple tree and boil the 
sap into sugar. From such experiences and pictures children 
gain knowledge of the world's work and sympathy with the 
workers. 

A. The story of the picture. 

1. When — Early spring when sap first begins to run, before the 

buds begin to swell. 

2. Where — A maple grove or wood. How do you know a maple 

tree? 

3. Who — Uncle and children. Perhaps they came from a city 

and are visiting a farm. 

4. Wliat — Tapping the tree, gathering, boiling the sap into syrup 

or sugar. 

B. Nature Study. 

1. Season — early spring. 

(a) Bare trees, dead grass. 

(b) Still cold — notice the warm clothing. 

(c) Sunshine — the shadows, longer days, growing time. 

2. Trees. 

(a) Parts. 

I. Wood gives shape like our bones. 
II. Bark. 

(1) Outer bark — a covering to protect as our skin 

does. 

(2) Inner bark — carries sap, like blood vessels. 

III. Roots — take up food like mouth and stomach. 

IV. Sap — carries material for growth. 

(b) Uses. 

I. Lumber. 
II. Fuel. 
III. Sugar. 
C Hygiene and Health Ideas. 

1. Work out of doors makes children healthy. 

2. They stand straight and breathe well. 

3. They are dressed suitably for work and weather. 

4. They are clean even while working. 

D. Historical Associations. 

1. Indians taught the early settlers to make maple sugar. 

2. Pioneers had no sugar other than maple sugar or honey. 

E. Social and Civic Ideas. 

1. Children are helping; they stand out of the way; each one 
holds something ready for use. 



26 THE TEACHING CONTENT 

2. Work is pleasant. 

3. All people depend upon each other. Very few make everything 

they use. 
a. Clothes. 

(1) Woolen cloth— Men raised the sheep and cut the 

wool; other men in factories made the wool into 
cloth; others made the cloth into clothes, — father 
and mother provide and care for the clothes. 

(2) Leather shoes— Men on ranches raise cattle for their 

hides, — other men in tanneries make the hides into 
leather; others make the leather into shoes, etc. 

(3) Rubber boots — People in hot countries tapped rubber 

trees, — sailors brought the rubber across the ocean 
in ships; men in factories made the rubber boots. 

(4) Tool and tin-pails— Miners took the ore from the 

ground; sailors and railroad men brought it to the 
mill ; mill men made it into tools and pails ; the 
store-keeper sold them to Uncle. 

(5) Maple Sugar — Did you ever eat maple sugar? Where 

did it come from? 

39. Planting Rice, Philippine Islands 

I. Nature Study. 

1. Land forms. 

(a) Mountain range. 

(b) Valleys. 

(c) Watershed— water from mountains. 

2. Climate. 

3. Vegetation. 

(a) Forests. 

(b) Rice. 

1. A grain that grows somewhat like oats. 

2. Culture. 

3. Use — Give ideas of "staple foods." 

II. People. 

(a) Race. 

(b) Clothing. 

(c) Homes. 

(d) Industries. 

III. Social Problems, to develop ideas of mutual dependence and co- 
operation. 

(a) Comparison with methods of planting in the U. S. 

(b) Rice planters work to feed others. 

(c) Other people help these workers. 



THE TEACHING CONTENT 27 

23. The Beginning of the Ohio River at Pittsburgh 

I. Nature Study. 

(a) River Valley. 

1. Hills. 

2. Flood plain. 

(b) River. 

1. Source. 

2. Uses. 

II. Civic Ideas — City of Pittsburgh. 

(a) Position — Gives water transportation. 

(b) High buildings — Land is valuable. 

(c) Industry — Great iron mills. 

III. Transportation. 

(a) Steamboat. 

(b) Flatboat. 

(c) Railroad. 

(d) Bridges. 

IV. History. 

(a) Washington's visits to the Ohio Valley. 

(b) Braddock's expedition. 
V. Children. 

VI. Social Ideas. 

(a) Food for the city must come from the country. 

(b) Rav^^ material comes from mines and country. 

(c) Steel made in Pittsburgh is used in stoves, knives, etc. 

(d) Transportation connects these different people. 

59. The Polar Bear 

I. Nature Study. 

1. The Bear. 

(a) Place — Bronx Park — from Arctic regions. 

(b) Color — for protection in far north. 

(c) Fur — thick and warm in cold climate. 

(d) Feet — covered with hair to prevent slipping on the 

ice; claws, long and sharp for catching food. 

(e) Habits — flesh eating, eats seals, fish, etc., catches 

food both on land and in water. (This particular 
bear was lassoed while swimming in the water. 
Now he is afraid and will not go into the water.) 

(f) Uses — food and clothes for Eskimos. 

2. Rocks. 

(a) Rocky structure of earth. 

(b) Cracks — wearing away. 

(c) Thin soil above. 

(d) Vegetation. 



28 THE TEACHING CONTENT 

II. Parks. 

How should we use them? 

(a) Purpose. 

(b) Care of animals by keepers. 

(c) Treatment by visitors. 

96. The Bee Man Looking at His Bees 

A study of bees is almost invariably a study of sociology. 
No matter how it begins, the marvellous community life of the 
hive leads us into a discussion of industry and thrift. The 
moralists of all times have found here abundant material for 
the teaching of so-called "morals" and have used it without 
stint. These lessons are inherent in the subject, but it is just 
as well to let the child make his own deductions and do his 
own moralizing. As a rule, children are abundantly able to 
moralize for themselves and love to do it. 

A plain statement of the wonderful facts concerning bees as 
given by Burroughs or Maeterlinck is as entrancing as any fairy 
story. When to these is added an understanding of the depend- 
ence of plant life upon the bees for fertilization and the 
shaping and coloring of flowers to attract notice, you have 
brought the child into a real contact with nature and made 
him conscious of laws of cause and effect in such a way that 
he will reach out for himself into science and sociology and 
morals — into life. 

This view has in it another rare suggestion — a returned 
soldier at work as if he were used to it and liked it. The idea 
that a man can serve his country in his common life is well 
worth teaching. 

A. Nature Study — Bees. 

I. Insects with wings — domesticated but never tame. 
II. Kinds. 

1. Queen Bee— the mother of all for she lays all the eggs. 

She is treated with respect and carefully tended. 

2. Drones— large-sized but without stings. They do no work 

and late in the summer are nearly all killed by the 
workers. 

3. Workers — do all the work. 

(a) They make honey and honeycomb. They have honey 

bags to carry honey, and stings to protect them- 
selves. 

(b) In getting honey they fertilize the flowers they 

visit. 



THE TEACHING CONTENT 29 

(c) They care for the queen and the eggs and the 

babies, 
(d) They clean and ventilate the hive. 

III. Hive or home. 

1. Made in sections so as to be examined easily and so the 

honey can be easily removed. 

2. Kept clean and ventilated by workers. 

3. New swarms. Scouts are sent out to find a new home — 

a new hive or hollow tree. 

IV. Honey. 

1. Source — Flowers. 

2. Uses. 

(a) To the bee, food. 

(b) To the man, food. 

(c) To the flower — to attract the bee and secure ferti- 
lization. 

B. Man. 

1. A soldier — uniform with chevrons on sleeves. 

2. Working — careful handling of bees. Sometimes moths and 

worms get into the hives. Must have hives ready for new 
swarms. 

C. Social and Civic Ideas. 
Bees. 

Industry — They work all the time. No one else can do their 

work. 
Thrift — They store up food for winter. All the honey is gath- 
ered drop by drop. 
Specialization — ^Each one has a special work to do, gather honey, 

tend the eggs, clean the hive, etc. 
Co-operation — They work together for the good of the whole 
swarm. 
Man. 
Industry and carefulness. 

Patriotism — Can the man be as patriotic while working as he 
was in the army? 



HOW TO USE THE STEREOGRAPHS AND 
LANTERN SLIDES 

PLANNING In the kindergarten and the primary grades, 

THE LESSON ^-^^ preparation of the lesson falls almost entirely 
upon the teacher. One of the greatest things that can be done 
at this time is to prepare the lessons in such manner that the 
child will unconsciously organize and classify the things 
learned and from this grow naturally into the art of studying. 
It is to help the teacher in her planning as well as to help the 
child in his learning that the Keystone Primary Set with its 
suggestive pictures has been made. 

THE PROJECT Often the lesson will take the form of some 

^^^N project which the child is to work out either 

mentally or from physical conditions. If he should come to 
some obstacle in his constructive thinking, it would be wise to 
refer him to some picture where a similar process is being car- 
ried on or where a like experience is shown. Then the child 
may study the picture and apply his deductions to his own 
problem. Initiative and all the faculties will be strengthened. 

TEACHERS MUST To be able to send the child to any stereo- 

KNOW PICTURES graph needed at a particular moment, the 

AND GUIDE f % ^ , , ^ 1 1 r •!• -.1 

teacher must be thoroughly tamiliar with 
the Primary Set and all its possible uses. This familiarity 
will be gained by careful study of the pictures and of the 
Guide. The teacher who knows thoroughly all the content of 
these views will use them with real pleasure for they will 
be a fine, keen instrument in her hands adding skill and 
efficiency to the teaching, and life and joy to the learning. 

THE LESSON IN Whcn the lesson is planned by the teacher, 

CONVERSATION ^^^ ^^^^^ stereograph to be used should be 
selected and placed in the stereoscope upon a table or window 
sill or any place easy of access. The children should be en- 
couraged to look at it carefully ; to see how many things they 

30 



HOW TO USE THE STEREOGRx\PHS 31 

can find in the picture; to discuss it with each other. Every 
lesson whether in EngHsh or civics or geography or hygiene 
will, in part, take the form of conversation. This should never 
be aimless or desultory, but must be directed toward some 
specific objective. This objective must be fixed clearly and 
definitely in the teacher's mind, and if she is skilful she will 
unobtrusively, yet surely, direct the study wherever she desires 
it to go. 

ANALYZE All the teaching value of a picture need not — in- 

THE VIEWS ^gg^^ ^^^ not— be exhausted at one time. The 
teacher should select the topic to be developed, leaving the 
others. For instance, the class may be looking at pictures for 
geographical ideas. Later a review of the same views for 
social ideas will be meeting old friends in new places. Chil- 
dren do not tire of seeing the same pictures if each time they 
have a new viewpoint. 

A teacher may place a stereograph in a stereoscope and pass 
it from hand to hand. It is astonishing how quickly and 
quietly this can be done and how much the children will see. 
Later the picture should be placed where they may see it 
again at their leisure for the value of visual education does not 
come from looking at a picture. The value lies in absorbing 
the content. 

ONE VIEW Sometimes a teacher makes the mistake of pre- 

AT A TIME senting too many views at one time. The mental 
images in the child's mind will be confused. They will lack 
clarity and definiteness and the very purpose of visual instruc- 
tion will be lost. It is best to use one — or, at most, two or 
three — in one lesson. 

DESCRIPTIONS As soou as children have learned how, they 
should read the descriptions so charmingly 
written by Miss Rose Lucia. The simple diction, the 
animated style and the interesting story all combine to at- 
tract children. They will soon find that these descriptions 
furnish material for their work and will shortly be found 
studying them of their own volition. 



32 HOW TO USE THE STEREOGRAPHS 

USE SLIDES FOR After the children have studied the stereo- 

REViEws AND eraoh, with its three dimensions, it may be 

ENTERTAINMENT , . \ , , , • ,/ i 

desirable to show the pictures to all the 
children at once. Here, then, is the place where the lantern 
slide should be used. Also it is a good plan to use the lantern 
in review work allowing the children to describe the views and 
do the talking. This makes an especially good entertainment, 
for parents are interested in the views and pardonably proud 
over the public appearance of their children. 

DRAWING If the lantern is placed at close range and a small 

picture thrown upon a clean blackboard or paper, 

the figures may be outlined or colored entirely. Children will 

get lessons in drawing from life unobtainable in any other way. 



TITLE LIST OF THE PRIMARY SET 

The descriptions of the views in the Keystone Primary Set 
were written by Miss Rose Lucia, Principal of the Primary 
School, Montpelier, Vermont, and author of the Peter and 
Polly books which have been so favorably received. These 
descriptions are clear and simple in style. They give most 
excellent reading material and, better yet, furnish children with 
an incentive for learning to read. 

I. AMERICAN CHILDREN AT PLAY 

1 (11493) Where Do You Think They Are Going? 

2 (21310) The Runaways. 

3 (11495) A Holiday with Rover by the Stream. 

4 (11496) "Do You Want a Ride?" 

5 (11429) "You Look Like a Soldier, Major." 

6 (21302) Playing Soldier. 

7 (11404) A Summer Carnival. 

8 (11498) "Now We're Up, Now We're Down." 

9 (11499) Blind Man's Buff. 

10 (21300) Wash Day. 

11 (21303) Tea Time with Dolly. 

12 (11407) Whose Bottle? 

13 (11471) Jim and Jack Plowing. 

14 (21304) Making a Snow House. 

15 (21305) Sliding Down Hill. 

16 (21301) The Snow Man. 

17 (2205) Merry Christmas. 

II. SOME NATURAL FEATURES OF THE EARTH 

18 (23110) Spangler's Spring, Gettysburg. 

19 (23618) Snowcapped Popocatepetl, Mexico. 

20 (13853) Where Snow and Ice Never Melt, Canada. 

21 (15992) Jenolan Caves, Australia. 

22 (23085) Minnehaha Falls, Minnesota. 

23 (23099) Beginning of the Ohio River at Pittsburgh, Pa. 

III. SEASONS 

24 (11484) Helping Uncle Tap the Sugar Maple Trees. 

25 (11486) Pussy Willows by the Brook. 

26 (21306) "Great Oaks from Little Acorns Grow." 

27 (7812) Jack-in-the-Pulpit. 

28 (7813) Bluebells or Lungwort. 

33 



34 



TITLE LIST OF THE PRIMARY SET 



29 (7830 

30 (11428 

31 (16327 
Z2 ^n7Z2> 



ZZ (16659 

34 (6715 

35 (6716 
Z6 (11624 
Z7 (13727 

38 (10063 

39 (10065 

40 (13734 

41 (13730 

42 (13736 

43 (23083 

44 (16684 

45 (23084 

46 (13738 

47 (20127 
(6257 
(9844 

50 (10076 

51 (14467 

52 (12111 

53 (16402 

54 (13735 



49 



55 (21876 

56 (16403 



57 (7831) 

58 (23098) 

59 (7833) 

60 (23087) 

61 (7832) 

62 (7822) 

63 (7814) 

64 (23103) 

65 (7824) 

66 (16533) 

67 (7826) 

68 (7825) 

69 (15996) 

70 (12567) 



Seeds Carried by the Wind. 
Getting Ready for Halloween. 
Market Day in a Snowstorm, Quebec. 
Deep Snow Drifts in New England. 

IV. USEFUL PLANTS 

Tomatoes Growing in a Garden. 

Harvesting Onions near Buffalo, New York. 

Digging Potatoes near Buffalo, New York. 

Acres and Acres of Wheat, Washington. 

Vegetable and Grain Display, Colorado. 

Gathering Sweet Potatoes, PhiHppine Islands. 

Planting Rice, Philippine Islands. 

Picking Red Raspberries, New York. 

Picking Apples, Washington. 

Navel Oranges — Fruit and Blossoms, California, 

Lemons as They Grow in Florida. 

Grapefruit, Redlands, California. 

A Cluster of Queen Olives, California. 

A Pineapple Field in Florida. 

Banana Trees, Hawaii. 

Loading Bananas into Cars, Costa Rica. 

Date Palms, Alexandria, Egy-pt. 

A Coconut Farm, Philippine Islands. 

Preparing Cane Stocks for Planting, West Indies. 

Picking Tea Leaves in Ceylon. 

Gathering Coffee, Java. 

Gathering Cotton on a Southern Plantation, near Dallas, 

Texas. 
Tapping a Rubber Tree in Brazil. 
Bamboo Jungle, Java. 

V. ANIMAL LIFE 
(A) Wild and Captive Animals 
Striped Squirrel or Chipmunk. 
Bear Feeding, Yellowstone National Park. 
The Polar Bear, Bronx Park, New York City. 
Herd of American Bison, Yellowstone National Park. 
Beavers and Their Home, Bronx Park, New York. 
From the Jungle and the Sea. 
Reynard the Fox. 

Puma, or Mountain Lion, Colorado. 
Royal Bengal Tiger from India. 
Lions in Captivity from Africa. 
Giant Hippopotamus from Africa. 
A Rhinoceros from Southern Asia. 
Kangaroos, Australia. 
Snake Charmers and Jugglers of India. 



TITLE LIST OF THE PRIMARY SET 



35 



71 


(13750) 


72 


(9142) 


7Z 


(7815) 


74 


(7816) 


IS 


(7818) 


76 


(7817) 


77 


(7819) 


78 


(7820) 


79 


(7821) 


80 


(7810) 


81 


(7828) 


82 


(13696) 


83 


(15993) 


84 


(7827) 


85 


(11422) 


86 (23086) 


87 


(21308) 


88 


(7284) 


89 


(12569) 


90 (12557) 


91 


(9651) 


92 


(21307) 


93 


(23100) 


94 


(7331) 


95 


(8098) 


96 


(20224) 


V J 

97 (22226) 


98 


(12343) 


99 


(18102) 


100 


(7330) 


101 


(20503) 


102 


(17202) 


103 


(11149) 


104 


(7329) 


105 


(10093) 


106 


(9845) 


107 


(21309) 


108 


(20036) 


109 


(23622) 


110 (13708) 


111 


(7053) 


112 


(18206) 


113 


(22095) 



Crocodiles, Palm Beach, Florida, 

Shipping Green Turtles, Florida. 

Downy Woodpecker and Chickadee. 

Red-Headed Woodpecker. 

Young Flickers. 

Song Sparrow. 

Ring-Necked Pheasants. 

Red-Winged Blackbirds. 

The Blue Jay, 

Robin Feeding Young. 

Quail's Nest. 

Ostrich Hatching Eggs, Florida. 

Flamingoes, Australia. 

Writing Spider and Web. 

(B) Domesticated Animals 

"Isn't Our Stock Looking Fine?" 

A Chicken Ranch in California. 

Turkeys Almost Ready for Thanksgiving, U. S. 

Feeding Pigeons in Front of St. Mark's, Venice, 

A Water Carrier with Buffalo, India. 

An Elephant in Burma, India. 

Milking the Cow, Pennsylvania. 

Teaching Bossies to Drink. 

Sheep and Lambs in a Farmyard in New England, 

Shepherd and His Flock, Judea, Palestine. 

A Happy Family. 

The Bee Man Looking at His Bees. 

VI, FOOD— PREPARATION AND SERVING 

Machine Filling Bottles with Milk, U, S. 

"This Little Pig Went to Market." 

Peasants Crushing Grain by Hand, Russia. 

Grinding Wheat, Palestine. 

Making Tortillas, Salvador, C. A. 

Making Native Bread, Bulgaria. 

Baking Bread, Syria. 

Children's Feast, Jerusalem. 

Meal Time in a Filipino Home. 

Water Carriers, Nile River, Egypt. 

VII. INDUSTRIES 

Getting Ready for Business. 

In a Lumber Yard, Washington. 

Molding and Drying Adobe Brick, Mexico. 

Granite Quarry, Concord, N. H. 

Down in a Coal Mine in Pennsylvania. 

The Blacksmith's Shop. 

Potter Shaping Plates, Trenton, New Jersey. 



Italy. 



36 



TITLE LIST OF THE PRIMARY SET 



114 (22191 

115 (23623 

116 (23108 

117 (13725 

118 (14458 

119 (22018 

120 (20193 

121 (15994 

122 (13728 

123 (22129 

124 (13498 

125 (14890 

126 (14891 

127 (14722 

128 (22233 

129 (22234 

130 (10143 

131 (18209 

132 (2081 

133 (7285 

134 (9988 

135 (23822 

136 (17209 

137 (21841 

138 (7332 

139 (16113 

140 (15447 

141 (9271 

142 (23093 

143 (23092 

144 (13330 

145 (15989 

146 (17107 

147 (23090 

148 (12209 

149 (18205 



150 (23096 

151 (18208 

152 (18207 

153 (23105 

154 (19063; 

155 (13729 

156 (14186 



Stitching Shoes, S3Tacuse, New York. 

Wooden Plow Drawn by Oxen, Mexico. 

Riding Plows Drawn by Horses, Washington. 

A School Garden Where Work is Play, Philadelphia, Pa. 

Drying Cacao, Dominica, B. W. I. 

How We Get Our Salt, Syracuse, N. Y. 

Cutting Ice with a Saw, Pennsylvania. 

Native Australians Hunting. 

Salmon Caught in the Columbia River, Oregon. 

Shearing Sheep, Massachusetts. 

A Spinning Wheel and Reel, Norway. 

Feeding Silkworms with Mulberry Leaves, Japan. 

Unwinding the Cocoons, Japan. 

At the Loom, Weaving Silk, Japan. 

Removing Butter from the Churn, New York. 

Printing, Wrapping and Packing Butter for Market, 

New York. 
Milk Wagon and Dog Team, Antwerp, Belgium. 
Grocery Man Selling Supplies. 
Market in Brussels, Belgium. 
Bread Venders of Naples, Italy, 

VIII. TRANSPORTATION 
Milk Delivery in Jamaica. 

Chinaman with Pig and Baby, Manchuria, China. 
Farmer with Buffalo Team, Bulgaria. 
Ox Teams on a Country Road in Chile. 
The Camel — On the Jerusalem Road, Palestine. 
A Water Carrier of Mexico. 

Eskimo Dog Team and Sledge, World's Fair, St. Louis. 
Reindeer and Sleds, Alaska. 
Sioux Indians and Ponies, Colorado. 
Train Arriving at Ranger, Texas. 
Eskimos and Their Kayaks, World's Fair, St. Louis. 
Savages in Canoe, New Guinea. 
Sailboat in Harbor, Piraeus, Greece. 
A Crowded Double-Deck Ferry Boat, New York City. 
Along the Canal, Rotterdam, Netherlands. 
Steamboat Leaving Landing, Chicago. 

X. PICTURES WITH CIVIC INTEREST 
The Center of a Great City, Cleveland, Ohio. 
Traffic Policeman, Cleveland, Ohio. 
A Fire Department in Action. 

Children Taking Health Exercises in New York City. 
Soldiers Taking Exercises. 

X. HISTORIC PICTURES 
Flagship of Christopher Columbus. 
John Smith Trading with the Indians, Jamestown, Va. 



TITLE LIST OF THE PRIMARY SET 



37 



157 (6983) Independence Hall, Philadelphia, Pa. 

158 (23091) Liberty Bell in Independence Hall» Philadelphia, Pa. 

159 (23107) Statue of Lincoln in Lincoln Park, Chicago, 111. 

160 (24009) Memorial Day in the Philippines. 

161 (23101) Plymouth Rock and Children, Massachusetts. 

162 (23102) Plymouth Rock, Massachusetts. 

163 (23089) Mt. Vernon, the Home of Washington, Virginia. 

164 (23088) Washington's Room, Mt. Vernon, Virginia. 

165 (23104) Longfellow's Home, Cambridge, Massachusetts. 

166 (23109) Whittier's Home, Haverhill, Massachusetts. 

XI. HOMES AND HOME WORK 

167 (23097) A Good Type of American Llome. 

168 (13726) Mountaineer's Cabin, Cumberland Gap, Tenn. 

169 (23095) Chief Blackhawk and Green Cloud and Family. 

170 (23111) Indian Family at Wigwam. 

171 (12897) An Indian Home in Guatemala, C. A. 

172 (17036) Wash Day, Funchal, Madeira Islands. 

173 (16836) Woman Embroidering in the Street, Palermo, Sicily. 

174 (15781) Lapp Family at Home, Lapland, Norway. 

175 (11159) Bedouin Tent, Palestine. 

176 (14084) Peasant Family in Thatched Hut, Chosen (Korea). 

177 (10062) Helping Mamma Iron the Clothes— A Filipino Method. 

XII. CHILDREN OF OTHER LANDS 

178 (16328) 'The Captain of a Tidy Little Ship," Halifax Harbor, 

Canada. 

179 (23619) Indian Boy and Baby, Mexico. 

180 (12207) Holland as the World Knows Her. 

181 (12208) In the Land of Wooden Shoes, Holland. 

182 (12206) School Children, Marken, Holland. 

183 (15669) Children in Native Costume, Prague, Bohemia. 

184 (17108) Greek Children Among Ancient Ruins, Athens, Greece. 

185 (11178) A Mission School at Bethlehem, Palestine. 

186 (9715) Arabic School in Cairo, Egypt. 

187 (11993) A Baby of Zululand, South Africa. 

188 (6948) Three Little Girls of Ceylon. 

189 (14892) Japanese Children with Their Kites, Japan. 

190 (14061) "Have You Learned to Read?" Japan. 

191 (14060) Japanese School Children, Japan. 

192 (14889) Japanese Mothers and Children. 

193 (14089) Natives Praying to Wooden Devils, Chosen (Korea). 

194 (6579) A Toddler in Manchuria, China. 

195 (23106) Chinese Children in Olympia, Washington. 

196 (11497) Milking the Goat, Australia. 

197 (15995) New Year's Day in the Surf, Australia. 

198 (10082) Filipino Children at Play. 

199 (15988) A New Guinea Family and Its Pets. 

200 (16405) A Child at Home in Samoa. 



CHILDREN OF MANY LANDS 

By Annie E. Moore 

Instructor in Kindergarten and Primary Education, Teachers' College, 
Columbia University 

A more sympathetic understanding and a better appreciation 
of the life of peoples of other lands and other races is one of 
the great fundamental needs of the world today. Without this, 
no international agreements can be carried out effectually, and 
there can be no development of a real world peace. The 
Americanization movement also, which is so prominent just 
now, depends to a large degree for its success upon according 
proper respect and recognition to the best which the immigrant 
brings to our shores from his old home. 

Our schools are seeking material of all kinds to assist in 
giving such impressions and such information. For the 
younger children especially, the sympathetic attitude desired 
can best be secured through pictures and stories. The stereo- 
graphs here classified as "Children of the World" are certain 
to be of very great value in this connection. Not only is it 
important that the children of native-born Americans shall get 
impressions of the foreign-born which shall be as favorable as 
possible yet consistent with truth, but it is equally desirable 
that the child immigrant shall receive vivid impressions of 
American home and social life on a high plane. It is highly 
important, also, that children living in the country shall have 
some clear impressions concerning the life of city children and 
that the latter be introduced to the interesting surroundings and 
activities of their cousins in rural sections. 

Stereographic pictures rank next to first-hand experience as 
a means of conveying the desired impressions. The life of the 
American children pictured is shown to be full of wholesome, 
healthful and interesting activities, and children of other 
countries are seen engaged in all kinds of fascinating occupa- 
tions. Many types of homes and surrounding are revealed 
and, owing to the unique quality of the stereograph, one has 

38 



CHILDREN OF MANY LANDS 39 

the feeling that it would be quite easy to sit down, if invited, 
with the Filipino family at dinner, or to walk down the strip 
of matting and pick up the wee Samoan child in one's arms. 

Many of these pictures will emphasize anew the importance 
of the children's cooperation in conservation and in serious but 
happy service of various kinds. During the war, children were 
rated as never before at their proper worth as associated in 
the execution of all kinds of family, community, and national 
service. More than twenty views in this set show children of 
many countries taking some responsibility in caring for the 
home, for younger children, or sharing in the work of garden, 
orchard, or market. 

The innate fineness of nature in some primitive peoples is 
revealed in such a picture as No. 188, Three Little Ceylon 
Girls. There is an appealing sweetness and refinement in the 
faces of these little girls and a protecting attitude of the older 
to the younger is evident. Although they are scantily and 
poorly clad and their skin is very dark, white children of the 
Occident might readily feel on looking at them, "They are just 
like our little sisters." No. 187, showing the little naked baby 
of Zululand, inspires much the same feeling because of his 
jolly, shapely little body and intelligent, lively expression ; and 
the tiny Samoan girl. No. 200, standing in the sunshine, 
wearing her most cherished ornaments, seems just waiting for 
the children who gaze at her through the stereoscope to come 
and join her in play. 

Such views as these assist not only in establishing right atti- 
tudes, but they should have a prominent place in introducing 
the children to world geography. Their value in initiating and 
guiding the conversation, which should occupy a large place in 
early language training, will be evident to all thoughtful 
primary teachers. 
I. LITTLE COUSINS ALL THE WAY AROUND THE WORLD 

9 Blind man's buff, United States. 

54 Picking cotton, United States. 

15 Sliding down hill, United States. 

169 Chief Black Hawk, Green Cloud and family, United States. 

31 Market day in a snowstorm, Quebec, Canada. 

178 "The captain of a tidy little ship," Harbor of Halifax, Canada. 

179 Indian boy and baby, Mexico. 

19 Snow-capped Popocatapetl, Mexico. 



40 CHILDREN OF MANY LANDS 

101 Making tortillas, Salvador, C. A. 

174 Lapp family at home, Norway. 

182 School children, Marken, Holland. 
180 Holland as the world knows her. 

130 Milk wagon drawn by dog team, Antwerp, Belgium. 

183 Children in native costume, Prague, Bohemia. 

88 Feeding the pigeons, Venice, Italy. 

173 Women embroidering in the streets, Palermo, Sicily. 

184 Greek children, Athens, Greece. 

199 Crude method of crushing grain, Russia. 

102 Making native bread, Bulgaria. 

103 Baking bread, Syria. 

175 Bedouins and their tent, Palestine. 

186 Arabic school, Cairo, Egypt. 

187 A baby of Zululand, Africa. 

70 Snake charmers and jugglers of India. 

89 A bufifalo water carrier, India. 

188 Three little girls of Ceylon. 

194 A Chinese toddler, ]\Ianchuria. 

195 Chinese children of America. 

176 Korean family at home. Chosen (Korea). 
191 Japanese children, Japan. 

105 Meal time in a Filipino home. 

198 Philippine children at play, Philippine Islands. 
38 Gathering sweet potatoes, Philippine Islands. 

199 A baby at home in New Guinea — just beginning to be civilized. 

200 A little child in Samoa. 

197 Pla3nng in the surf, Australia. 

II. AMERICAN CHILDREN AT PLAY 

A large part of play is imitating older people and in this way chil- 
dren learn many of the fundamentals of life. 

1 Where do you think they are going? Country trip. 

2 The runaways. Fishing. 

3 A holiday with Rover by the stream. 

4 "Do you want a ride?" 

5 "You look like a soldier. Major." 

6 Playing soldier. 

7 A summer carnival — A Maypole dance. 

8 "Now we're up, now we're down." 

9 Blind man's bufif. 

10 Wash day. 

11 The teaparty. 

30 Getting ready for Hallowe'en. 

14 Making a snow house. 

15 Sliding down hill. 

16 The snow man. 

17 Merry Christmas. 



CHILDREN OF MANY LANDS 41 

22 Minnehaha Falls. Girls wading in stream. 

85 "Isn't our stock looking fine?" Playing stock farmers with 
rabbits and dogs. 

25 "Little pussies down by the brook." Children gathering pussy- 

willows. 

26 "Great oaks from little acorns grow," Children gathering sprout- 

ing acorns. 

III. AMERICAN CHILDREN HELPING TO PROVIDE FOOD 

24 Helping Uncle tap the sugar maple trees. 

117 A school garden where work is play. 

33 Tomatoes growing in a garden. 

40 Picking red raspberries, Hilton, N. Y. 

41 Picking apples for market. Washington State. 

34 Harvesting onions, Lake Shore, New York. 

35 Digging potatoes, Lake Shore, New York. 

IV. CHILDREN OF OTHER LANDS AT PLAY 

178 "The captain of a tidy little ship," Harbor of Halifax, Canada. 

196 Milking the goat, Queensland, Australia. 

197 New Year's Day in the surf, Australia. 

189 Japanese children with kites and sunshades. 

198 Filipino children at play, Luzon, P. I. 

V. CHILDREN OF OTHER LANDS HELPING TO PROVIDE 

FOOD 

31 Market day in Quebec — children carrying home food. 

38 Girls gathering sweet potatoes, Luzon, P. I. 

39 Planting rice, Luzon, P. I. 

52 Picking tea, Ceylon. 

53 Gathering coffee, Java. 

196 Milking the goat, Queensland, Australia. 

50 A coconut farm, Luzon, P. I. 

130 A milk wagon drawn by a dog team, Antwerp, Belgium. 

134 Milk delivery in Jamaica. 

171 A native Indian home in Guatemala, C. A, 

100 Grinding wheat at native home, Palestine. 

132 Market, Brussels, Belgium. 

118 Dr3ang cacao in the sun, Dominica, B. W. I. 
192 Japanese mothers and children. 

VI. OTHER WAYS IN WHICH SOME CHILDREN HELP 

13 Jim and Jack ploughing. Small boys "breaking" a team of young 
steers. 

54 Gathering cotton on a southern plantation. 

130 Dog team, Antwerp, Belgium. Small boy driving team. 
160 Memorial Day in the Philippines. Children decorating graves of 
soldiers. 



42 CHILDREN OF MANY LANDS 

167 A good type of American home. Bo3'-s taking care of the lawn. 

172 Wash-day by the stream, Madeira Islands. 

177 Helping mamma iron the clothes, Luzon, P. I. 

179 Indian boy and baby of Toluca, Mexico. 

176 A happy family in Korea. Girl with baby on her back. 

131 Groceryman selling supplies. Children do errands. 

133 Bread venders of Naples, Italy. 

183 Children in native costume, Prague, Bohemia. They have helped 

to celebrate the country's freedom. 

184 Greek children among the ancient ruins, Athens, Greece. One 

little girl is spinning, 

VII. STREET SCENES IN WHICH CHILDREN ARE PARTICI- 
PANTS OR OBSERVERS 

151 Traffic policeman helping children to cross the street, Cleveland. 

152 A fire department in action. 
149 Steamboat leaving landing. 

23 The beginning of the Ohio River, Pittsburgh, Pa. 

159 Statue of Lincoln, Lincoln Park, Chicago. 

161 Plymouth Rock and children, Plymouth, Mass. 

162 Plymouth Rock, Plymouth, Mass. 

181 In the land of wooden shoes, Netherlands. 

183 Children in native costume, Prague, Bohemia. 

134 Milk delivery in Jamaica. 

102 Making bread in the streets, Bulgaria. 

98 "This little pig went to market." 

135 Chinaman with pig and baby. 

VIII. TYPES OF HOMES AND HOME SURROUNDINGS 

167 Good type of American home. 
123 An American farm home. 

168 Mountaineer's cabin, Tenn. A log house. 

169 Chief Black Hawk, Green Cloud and famil3\ A wigwam. 

101 Making tortillas, San Salvador, C. A. 

180 Holland as the world knows her. 

181 In the land of wooden shoes, Holland. 
115 Wooden plow drawn by oxen, Mexico. 

174 Lapp family at home, Lapland, Norway. A sod hut. 

102 Making bread in the streets of Bulgaria. 

103 Baking bread in Syria. 

99 Crude method of crushing grain by hand, Russia. 

173 Women embroidering in the street, Palermo, Sicily. 

104 The children's feast, Jerusalem, Palestine. 

175 Bedouins and their tent, Palestine. 

105 Filipino family at dinner, Luzon, P. I. The house has no side 

walls. 

187 Baby of Zululand, South Africa. 

188 Three little girls, Ceylon. 



CHILDREN OF MANY LANDS 43 

200 A child at home in Samoa. Only a roof. 

194 A Chinese toddler, Manchuria. 

195 Chinese children in Olympia, Washington. 
176 A happy family in Korea. 

193 Praying to wooden devils, Korea. 

199 A native family and its pets. New Guinea. 

IX. CHILDREN OF DIFFERENT RACES 

1. Little White Children With Red Cheeks and Blue, Grey, Brown, 

or Black Eyes. Their Hair is Wavy or Curly and 
Yellow, Red, Brown, or Black in Color. 
8 "Now we're up, now we're down." United States. 

182 School children, Marken, Holland. 

173 Women embroidering in the street, Palermo, Italy. 

183 Children of Prague, Bohemia. 

188 Three little girls of Ceylon. Very dark in color. 

2. Little Red Children With Black Eyes and Straight Black Hair 

170 Indians and wigwam. United States. 
179 Indian boy and baby, Mexico. 

101 Making tortillas, Salvador. 

171 A native Indian home, Guatemala. 

3. Little Yellow Children With Slanted Eyes and Straight Black Hair 
190 "Have you learned to read?" Japan. 

194 A Chinese toddler, Manchuria. 

195 Chinese children in Olympia, Washington. These are American 

children. 
176 A family at home in Korea. 
140 An Eskimo family and dog team. 

4. Little Brown Children With Black, Wavy, or Curly Hair 

198 Filipino children at play, P. I. 
38 Gathering sweet potatoes, P. I. 

199 A baby of New Guinea. 

200 A little child in Samoa. 

5. Little Black Children With IVooly Hair 
187 A baby of Zululand, South Africa. 

54 Picking cotton, U. S. These little negroes are Americans. 
134 Milk delivery in Jamaica. 

X. CHILDREN OF DIFFERENT CLIMATES 
1. In Cold Countries 

174 Laplanders at home, Norwa}^ See the sod house and the warm 

clothes. 
140 Eskimos and dog team. Eskimos dress in furs. 
2. In Temperate Countries 

24 Helping Uncle tap the sugar maple trees. In early spring the 

sap begins to rise in the trees. 

25 Pussy willows by the brook — the first flowers. 



44 CHILDREN OF MANY LANDS 

3 A holida}'- with Rover by the stream — summertime. 
117 A school garden where work is play — summer work. 

41 Picking apples for market — fall work. 

31 Market day in Quebec — the first snowfall. 

16 The snow man — in winter. 
180 Holland as the world knows her. 

132 Market in Brussels, Belgium. Many vegetables grow in tem- 
perate climates. 

99 Peasants crushing grain, Russia. 
176 Children of Korea. 
189, 190 Children of Japan. 

3. In Hot Countries 

19 Snow-capped Popocatapetl, Mexico. Even in a land where it is 
always summer, there is snow on the mountain tops. 

179 Indian boy and baby, Mexico. 

101 Making tortillas, San Salvador, 

89 Buffalo water carrier, India. 

188 Three little girls of Ceylon. 

53 Gathering coffee, Java. 

38 Gathering sweet potatoes, Philippine Islands. 

198 Filipino children at play, Philippine Islands. 

199 Family of New Guinea. These people do not need clothes for 

warmth. 

200 A little child of Samoa. The little garment of grass is very light 

and cool. 
187 A baby of Zululand. 

4. In Dry Countries 

175 Bedouins and their tents. Water is too scarce to use in washing. 
106 Water carriers dipping water from the Nile River. It never 

rains and there are few wells. 
94 Shepherd and his flock in Judea. 



STUDIES OF THE WORLD IN WHICH 
WE LIVE 

By Harriette Taylor Treadwell, Ph. B. 

Principal of the Scanlon Public School, Chicago. Joint Author: Free and 
Treadwell Reading Literature; Series of School Readers. 



1. 


Forms. 


8. 


Clothing. 


2. 


Fruits. 


9. 


Shelter. 


3. 


The Labor In Foods. 


10. 


Transportation. 


4. 


The World's Great Drink 


11. 


xA.nimals. 




Foods. 


12. 


Little People of All Lands. 


5. 


Eggs. 


13. 


Help to Preserve the Beauty 


6. 


IMother's Work in the World 




of the Earth. 


7. 


Father's Work in the World. 







Geography is a study of the earth. We have only to look 
out of doors to begin the study of this interesting subject. The 
ground we walk on is very like the ground all over the world. 
The grass grows at our door, and it grows all over the world, 
save in deserts. The trees give us generous shade, and they 
shade other people in other lands. Trees have different forms 
and different names in different parts of the world. The ever- 
greens and firs grow in cold countries, because they can endure 
much cold. Oak, maple, and elm trees live best in temperate 
cHmates, while the pahii trees, fig trees, olive trees, banana 
trees, orange and lemon trees, all need a warm country. So it 
is with fruits and other foods. 

Name over fruits and vegetables that grow where you live. 
Name some you have to buy in the store. We are going to see 
in these stereographs many views of fruits and vegetables and 
other foods. 

People too are different in different countries. Some people 
like best the cold countries. The Eskimos and Laplanders are 
cold people. Some like to live in a country where it is some- 
times warm and sometimes cold, where there are four seasons, 
spring, summer, autumn, and winter. You and I and millions 
of others enjoy this sort of climate. Some people prefer to 

45 



46 STUDIES OF THE WORLD IN WHICH WE LIVE 

live in hot countries, where they live out of doors and go into 
their huts only when it rains. The dark skinned races like the 
hot countries. Their skins are dark because of the hot sun. 
We shall see many little people from many lands in these won- 
derful views. We shall see, too, how people are sheltered and 
how they are clothed. We shall see what people do and how 
they do it. We shall have one daily pleasure after another in 
studying about people and the w^orld in which we live. 

Man and animal, birds and plants, all are afifected by climate. 
They live where they can get the things they like best. Some 
animals live in warm countries and some in cold. We shall see 
many views of people, animals, birds and plants. Learn to tell 
at once why they each live or grow where they are. Make 
type lessons to develop: L We are all animals; 2. We live on 
the land; 3. Plants give us^food; 4. Animals give us food; 
5. We drink water; 6. We all breathe air. We cannot live 
without food. 

FORMS 

Water Forms 
Every living thing needs water. You have all seen clouds. (140) 
Clouds bring the rain. The wind blows the clouds along. Rain clouds 
are dark and black, (Rain clouds are not far above us. They are 
not a mile above us. Some rain clouds are not 500 feet above us.) 
These clouds will pour rain into the earth. The rain will make things 
grow. The farmer likes the rain. Sometimes it rains too much ; 
then we have floods. There are few floods where there are great 
forests. The trees drink up the water and hold it in the ground. 
Whoever cuts down a tree should plant another in its place. 

1, 2, 6, 168 show broad-leafed trees that drink much water. The rain 

falls upon the earth and passes into the ground. Sometimes a 
spring is formed at the foot of a hill ; a little stream flows 
from it. 
18 Plere is a spring. The water comes up out of the ground and 
runs away. 
138 This spring in a dry country is very valuable. 
25 A brook that started perhaps from a spring. 

2, 3 These views show yet other streams. 

A river is only a larger stream. A river coming from a mountain 
or hill flows swiftly. It moves more slowly through a level country. 
A river works. It sometimes carries boats loaded with freight upon it. 
23 The Ohio river carries many boats loaded with coal and iron. 
20 A great ice river or glacier formed on the side of Alt. Sir Donald 
in the Rocky Mountain System. It is one of the largest gla- 
ciers in the world. Why has ice formed here? (So cold.) 



STUDIES OF THE WORLD IN WHICH WE LIVE 47 

Why is there snow always on Sir Donald? (So cold.) What 
happens to the water at the base of the ice river or glacier? 
(It melts and forms a stream or a lake. — Lake Louise in the 
Rocky Mountains, in Canada.) A lake lies in a hollow in the 
land. 

Land and Water Forms 

A level, low land is called a plain. 
141 These reindeer and sledges are on a small plain. They will cross 
the hill behind them. 
Ask the children what a hill is and if they ever have climbed up 
a hill. 

1 Where are they going? Look at the ground across the second 

fence. Maybe these children will go down that hill. 
15 Coasting. You can slide down a hill. If the land does not 

slope the sled will not go. 
38 Gathering sweet potatoes. The hills in the background are caus- 
ing streams of water to run down and water these low lands. 
102 Bulgaria. Do you see the high hill back of the houses? Do 
you see the mountain in the background? Ask the difference 
between a hill and a mountain. 

20 Where snow and ice never melt. How do you know that this is a 

mountain? 
19 This is Mt. Popocatapetl. Can you tell why its top is always 
covered with snow? It is one of the highest mountains in the 
world. It is in a warm country. Why does not the snow 
melt? (Too high). 
51 Cutting sugar cane. Do you see the mountains in the distance? 
118 Drying cacao. Can you find any mountains in this picture? 

A valley is low land between higher lands. 
141, 20, 23 Point out valleys. What is a river valley? (A river val- 
ley is a valley through which a river flows.) 
A river carries along with it sand and gravel. It carries away soil 
from the banks. 
25 Brook. Notice how the water has worn away the banks. A 

stream cuts out its valley. 
23 The Ohio River ; 25 Pussy willows. The water will overflow 
the land in the spring time. Can you tell why? 

21 Wonderful caves, called the Jenolan Caves of Australia. The 

lime water from above has dripped down and formed these 
lime pillars in the bottom of these caves. 
Water falls are used for water power. 

22 The lovely Minnehaha Falls of Minnesota. In the spring it will 

turn water wheels. Why? (Melting ice and snow.) In July and 
August very little water flows. Why? The warm summer has 
not much rain. 
All rivers flow toward the great oceans. 
106 This river, the Nile, flows toward the Mediterranean Sea, which 
is a branch of the Atlantic Ocean. 



48 STUDIES OF THE WORLD IN WHICH WE LIVE 

192 A view of the Pacific Ocean, near Japan. Boats sail on its 

mighty bosom. 
197 Another view of an ocean — Surf bathing in the Pacific Ocean, 

in Australia, in January. 
161 Plymouth Rock. In the background you can see the Atlantic 

Ocean. After crossing the Atlantic Ocean the Pilgrims landed 

here. 
God has made the river ways and they carry much freight, but man 
has need of great land ways, and in every country more and better 
roads are being built, that people and goods may be transported from 
town to town more easily. Most of the American road travel is done 
by auto. 
151 Traffic policeman helping children to cross the street. A great 

roadway or street in a big city. 
189 A road in Japan. 
181 A brick pavement in Volendam, Holland. 

These roads are called highways. You must travel over highways 
and waterways and railways from coast to coast and see the wonders 
of the world. See America first. 

FRUITS 

The world in which we live is full of wonders, and these wonders 
start at our very door. Yet we have become so used to seeing the 
many things about us that we rarely ask how they have come to be 
where they are. 

Visit the grocery store and see the number of cereals on the shelves 
for sale. Each one has a long story to tell of its journey to that store. 
Count the large number of canned goods. Every can tells a big story 
of plant life and of labor. See the big variety of vegetables. Perhaps 
they have come from farms near by, perhaps from afar. Divide the 
vegetables into the homegrown and those that are sent in by freight. As 
you pass the railroads look at the freight cars and find out what they 
carry. Look over the delicious fruits ofifered for sale. Learn some- 
thing about each one. Ask about sugar and its cost. What is cane 
sugar? What is beet sugar? Which is sweeter? Which goes far- 
ther? Ask about molasses, maple syrup and corn syrup. 

Visit the meat market and learn about the different kinds of meat 
there are for you to eat. Why do you eat meat? Then watch the 
grocery wagon as it is loaded. Where does it go? Watch the huge 
market trucks as they com.e to unload at the grocery. Where have 
they secured all these supplies of food, that you are to eat and enjoy, 
and grow upon? Surely visit a big public market (municipal) with 
your teacher or mother or father, and tell about the things that go 
on there. Note the big cheaper sales of fruit, vegetables, live fowls, 
live rabbits and dead ones, doves, guinea pigs. Tell why the food is 
cheaper in these markets. Why is it so pleasant to go to the big, 
open pubHc markets? Why must every one carry home his own pur- 
chases ? 



STUDIES OF THE WORLD IN WHICH WE LIVE 49 

The views you are to see will show to you some of the wonderful 
fruits you eat, as they grow in various parts of this great world. 

42 Navel oranges grow abundantly in California, one of the largest 

States of the United States. California fruit is always thought 
to be the most luscious, and the largest of all fruits. The cli- 
mate of California is so even and pleasant that many people 
like to go west to live there, and they often buy orange groves 
and in a few years are sending to the market oranges like 
these. Discuss the several varieties of oranges that you know. 
Florida is another big State of the United States where delicious, 
sweet oranges grow. It, too, has a mild climate. Oranges do not grow 
in cold climates. They need the warm sunshine always. Note the 
orange blossom on the tree at the same time with the ripe fruit. 

43 Lemons require the same climate as oranges. They grow pro- 

fusely in Florida, California, and Italy. These lemon trees are 
growing at Lake Worth, Florida. They are very beautiful and 
fragrant in bloom, and in fruit. You must travel and see 
lemons and oranges growing. Their beauty, fragrance and 
taste will delight you. Visit the conservatory in your town, and 
you may find orange trees and lemon trees growing in the hot 
house there. 

44 The big juicy grape fruit requires the same sort of climate as do 

oranges and lemons. It thrives on warmth and sunshine. 

45 Olives grow on olive trees. Here is a heavy cluster of olives. 

These olives are growing in Redlands, in California. Olives 
grow abundantly in Italy and France and Northern Africa. 
Ripe olives are very delicious also, and there is a big industry 
in preparing them for the world's markets. 

46 A big pineapple field in Southern Florida. See how low the fruit 

grows. The men pass along the rows, pruning and gathering 
and protecting the fruit from worms and insects. Tell all the 
things you know are made from pineapples, always remember- 
ing that from the pineapple fibre in the leaves, a most delicate 
and beautiful cloth is woven. You can see samples of this in 
almost any museum or art institute. Ask the guide to show a 
specimen of pineapple cloth to you, when next you visit the 
museum. 

47 The banana tree grows abundantly in Hawaii. It came originally 

from the East Indies. It thrives in a warm, moist climate, in 
thick rich soil, the two best known varieties being the yellow 
and red. Some time you must travel and see them growing in 
Hawaii and Costa Rica. The natives and travelers pick them 
freely, and no one ever says "Stop, thief !" Food is plentiful 
in these warm, moist climates. 

48 Bananas are transported in plantation cars from the banana fields 

to the freight houses, to be sent all over the world. The ba- 
nana bunches are picked when green. The banana trees give 
abundant and delightful shade and they are planted about 



50 STUDIES OF THE WORLD IN WHICH WE LIVE 

homes and along the wayside in Hawaii for beauty and for the 
joy and comfort of the wayside traveler. They are used for 
shade on tobacco plantations in Cuba, and on coffee plantations 
in Guadaloupe. 
You all have eaten dates. They come to us in small boxes from 
Asia and Africa. They are a very sweet and wholesome fruit. 

49 A date grove in Egypt. The trees are very tall, and you can 

tell how old the date tree is by the rings of notches, where the 
leaves have fallen off year after year. The tree always leaves 
at the top, and they count the age from the bottom. The fruit 
is gathered by lithe, tall, white-robed, white-turbaned Egyptian 
farmers. The date trade is a big trade. The leaves look 
like huge plumes. They are very beautiful. They grow too 
high here to give much shade, but when much younger the 
trees are shorter and the shade is lovely. 
You all enjoy eating coconut-custard pie, or coconut frosted cake, 
or coconut candy, or possibly a piece of the fresh coconut itself. 

50 A superb coconut farm in Luzon, one of the Philippine Islands 

which the United States owns. Notice the boys putting the 
large, round, hard nuts into the basket. Notice their dress. 
They live in the hottest part of the world, the torrid zone. 
Torrid means hot. Notice the huge pile of coconuts back of 
the queer horned animial upon which the overseer of the coco- 
nut grove rides. He sees that the men in the trees gathering 
nuts do their work well. Tliis is a wonderful view. Study 
it well. 
Are the boys happy? Are the men happy? The trees are very 
valuable. They yield about 100 nuts per year, and from five to fifteen 
at a time. So it is flowering and bearing fruit all the year round. 
The coconut husk fibre is woven into cloth mats. 
41 Gathering apples in the State of Washington. Alen, women and 
children all help. These apples are selected and packed accord- 
ing to size and grade, into boxes and shipped by the Fruit 
Growers' Association to all parts of the world The largest 
bring very high prices. Apples are very good for children. 
"An apple a day keeps the doctor away." Apples help to clean 
the teeth, harden the gums, and help to clean out the intestines. 
Learn to eat the fruits that are best for your bodies. Apples 
grow in a temperate climate. 
40 Gathering red raspberries. Raspberries are among the most 
delicious fruits. They are very perishable and have to be picked 
and shipped to market the same day. Here men and women 
are picking all day long to harvest the crop. The bushes are 
low and one has to stoop over to pick. It takes many berries 
to fill a quart box. It is no wonder the berries are high in 
price. Have you ever picked berries? Then you know what 
a hard, tiresome job it is. 
Make a scrap book of pictures of the fruits you know. Add to it 
as you come to know new fruits. Model all these fruits in clay. 



STUDIES OF THE WORLD IN WHICH WE LIVE 51 

THE LABOR IN FOODS 

You all like to eat rice. It is very good for children. It is the 
chief diet in China and Japan. The best rice in the world is said to 
come from Japan, but it is grown in Louisiana, Mississippi, Texas, and 
Alabama in our own United States. 

39 Planting rice in the Philippine Islands. They plant the rice 
sprouts by hand under the water. It is very hot, tiresome work. 
All day long men, women, and children toil to plant hundreds 
of millions of these rice shoots in this mud and slush. The 
fields are plowed and harrowed under water. Notice the mud 
partitions so the water cannot run off. See the thousands of 
little sprouts peeping out of the water. Notice the little huts 
along the edge of the rice fields, where the Igorrotes live. And 
beyond note the high hills from which the supply of water 
comes. 
How many seasons do we have? 

There are two seasons in the Philippine Islands, a wet season and 
a dry season. Rice is planted in the wet season. 
35 Digging potatoes. The farmer's little son picks them up and 
puts them into the bushel basket. The little girl must help, too. 
Every potato put into the basket means work, and work means 
money for the farmer. This is a big truck farm near Buffalo, 
New York. There is a huge amount of work to be done here. 
Labor is scarce, so all the family will turn out to gather in 
the potatoes. 
The best potatoes grow in rich, sandy loam. Potatoes grow in 
almost every state of the United States. Two-thirds of all our pota- 
toes come, however, from Maine, New York, Michigan, Wisconsin, 
Minnesota, Pennsylvania, Ohio, Illinois, and Iowa. 
34 Onion harvesting. This, too, is a big task, and the boys find 
work very readily in gathering in the onions. Onions average 
about 250 bushels to the acre. They are grown in every state in 
the Union. You must all eat onions. They are very good for 
children. Note this big field. It will yield thousands of dollars 
this year to the owner, who lives on this truck farm near Buf- 
falo, New York. 
38 A group of Igorrote girls gathering sweet potatoes on the Island 
of Luzon, Philippine Islands. The baskets are heaped high. 
How strong these girls look. They look like our American 
Indians. 
Notice the thatch roofed huts in which they live. Note, too, the 
mountains beyond, from whence the water supply comes. 

The Igorrotes grow rice, tobacco, potatoes, and sweet potatoes. 

They do not breed farm animals like pigs or cattle. They buy what 

they need. They also buy dogs to eat, I should be sad indeed if they 

ever got hold of my lovely little friend Rover. 

We are all deeply interested in sugar and its cost these days. Some- 



52 STUDIES OF THE WORLD IN WHICH WE LIVE 

times we can't get an\' in tlie market at all. It is bad to have this 

shortage in the canning season. Why? 
51 Selecting sugar cane stocks for planting, Vv'est Indies. The 
standing girl has on her head a huge bundle of cane cuttings 
for the next season's growth. St. Kitts is a little island in the 
West Indies, which lie in the Torrid Zone. Sugar making is 
almost the sole occupation. The entire island, both mountain 
side and lowland, is covered with cane. 
The sugar juice is in the lower sections of the cane stalk. The last 

joint is cut off for planting. Fresh canes sprout from the old roots. 

The sugar cane fields are replanted every two or three years. Do you 

know why? Because the first growth is the largest and best. 

All the work is done by negroes, who are very light-hearted and gay. 

They love bright colors, and their clothes, especially their turbans, are 

very bright indeed. The negro enjoys the heat of the sun. Tell what 

you know about beets and beet sugar. 
24 A farmer in his maple grove, in New York State or in Vermont, 
tapping the maple tree, by boring a hole to let the sap run into 
the pail. The pail will be hung on a little faucet that will con- 
duct the sap from tree to pail. Have you ever had a drink of 
fresh sap? It is one of the most refreshing drinks in the 
world. Sometimes a large tree has two pails hung upon it. 
After the sap is drawn, it is poured into huge cauldrons and 
boiled down into a thick syrup. What is the name of this 
syrup? It is sometimes boiled until it forms sugar. W'hat kind 
of sugar is it? Do you like it? You can buy it in the candy 
store. 
Tapping for maple sap is not the only kind of tree tapping. Do 

you wear rubbers? Do you wear rubber heels? What kind of wheels 

does an automobile have? All rubber comes from rubber trees. 
55 Tapping a rubber tree in Brazil, South America. The rubber 
tree grows in warm countries. The rubber milk flows from 
these cuts. The milk is heated and made into things. Name 
all the articles you can make from rubber. Mr. Goodyear dis- 
covered how to keep rubber pliable. Name all the uses of 
rubber that you know. 
37 A vegetable and grain display at a State fair in Pueblo, Colorado. 

Name all the vegetables you can see in the picture. 
30 Preparing for Hallowe'en — the final, happiest of harvesting days 
for American boys. Have you seen the beautiful orange pump- 
kins growing among the corn stalks? It is one of the most 
lovely scenes of autumn. (Note: We always have a huge 
Hallowe'en pageant in school. The stage is decorated with 
shocks of corn and many pumpkins and the children all dress 
up in masks made of paper bags or pillow slips, or tissue paper. 
They do all sorts of clever stunts for each other, and have a 
wonderfully happy time without doing one annoying or mali- 
cious trick. In the school lunchroom they have a feast, which 



STUDIES OF THE WORLD IN WHICH WE LIVE 53 

ends with a toothsome, tiny pumpkin pie for each child. The 
day ends happily with no mischief done.) 
Learn to pronounce ^'pumpkin" correctly — "pump-kin." 

FOODS USED FOR DRINK 

The best food for drink in the world for children is milk. It is very 
good for children. Milk should be chewed in the mouth, that it may 
be mixed with the saliva ; then it will more quickly and perfectly digest 
in the stomach. No drink should ever be "gulluped" down. 
91 See the farmer milking the cow. He is a very kind farmer. Tell 
why. There is a lovely smile in the picture. Notice the brook 
beyond the trees across the road. The cow will enjoy a drink 
from the brook. The cow likes to walk in the brook. Why? 
Tell all you can about the cow, and about milk. What are some 
of the many things milk is used for? 
118 Cocoa is a great drink for children and they like it much when 
it is well made of water, milk, sugar, cocoa and a pinch of salt 
to give it bod3^ The cocoa beans are removed from pods. The 
cocoa beans are hulled and dried in the sun. They are turned 
over and over by these women workers. The children help, too. 
Tell the many things that are made from cocoa. Chocolate is made 
from the cocoa bean also. Notice the mountains in the distance. This 
is in Dominica. Cocoa grows in hot countries. The diflference be- 
tween cocoa and chocolate is that to make cocoa, about half the oil in 
the cocoa bean is pressed out, while for chocolate all the oil is left in. 
Cocoa is far less rich, therefore, than chocolate. 

52 Tea is a great drink for grown-ups. It is not good for children, 

but it is used all over the world as a beverage. It is gathered 
from these hardy tea bushes that grow along the stony moun- 
tain sides in Ceylon, one of the greatest tea countries in the 
world. Ceylon exports 100,000,000 pounds of tea a year. These 
tea pickers gather only the young, tender leaves. They get 
about 2 cents per day, and consider it big pay. The pickers get 
from thirty to forty pounds per day from the tea field. The 
man in the picture is the overseer. He urges the pickers to 
work fast. He sometimes even strikes the pickers. Would you 
like to be the overseer? Would you like to live in Ceylon and 
pick tea? China, Japan, and India are the famous tea-growing 
countries of the world. 

53 Gathering coffee in Java. It is a hard thing to sit on one's 

knees and pick the small coffee berries all day long under the 
eye of a watchful overseer. Women, boys, girls, and men — all 
pick. Coffee grows abundantly in Brazil, too, in South Amer- 
ica. Coffee is a great world drink. It is very bad for children. 
They should never drink it. Water, milk, cocoa, lemonade, 
orangeade and grape juice are good drinks for children. Coffee 
is not good for grown-ups either. It makes them nervous and 
wakeful at night and overworks the heart. 
What are the great drinks for children? 



54 STUDIES OF THE WORLD IN WHICH WE LIVE 

And now back home for a smile over work. 
13 Boys ploughing to get the war garden ready. 

117 A school garden. The children turn out by classes to do their 
work. (Note: In our school garden we have grown large 
quantities of lettuce, radishes, onions, peas, beans, Swiss chard, 
beets, carrots and tomatoes. The vegetables are sold to the 
teachers and parents, and many bushels are stored in the school 
cellar in sand for the use of penny lunchrooms, where 400 or 
500 eat daily, all the school year round.) 
33 Here you see a thriving home garden. The tomatoes are large 
and delicious. Over 900 children in one school made war gar- 
dens and now they have learned how, they may continue to 
make their gardens 5Tar after year. 

132 ]\Iarket in Brussels, Belgium, before the great and terrible war. 
Look well at the baskets and tables heaped high with attractive 
vegetables. They are like our vegetables. May Belgium very 
soon again have these overflowing markets. May the half- 
starved little folks again and soon enjoy plenty of food and 
regain their health, lost through starvation. 
31 Market day in Quebec, in a snowstorm. The people will fill their 
baskets, carts and wagons. Quebec is a very quaint old French 
town in Canada on the St. Lawrence River. You must all see 
Quebec. 

EGGS 

You have all eaten eggs. Eggs are very good for children. One 
egg at a meal is enough for a child. Where do you get your eggs? 
(From the grocer.) Where does the grocer get them? (From the 
farmer.) Where does the farmer get them? (The hens lay them.) 
What else lays eggs? (Ducks, geese, turkeys, birds, turtles, snakes, 
flies, bees, etc.) 
86 A chicken ranch in California. Notice the hills beyond the farm. 
The farmer is calling the chickens to him. How does he call? 
(Chick, chick, or cluck, cluck.) What has he in the basket? 
The white hens are beautiful White Leghorns. New York State is 
a great poultry state ; Illinois and Michigan are, too. In fact, chickens 
are raised in every state in the Union. The eggs make chicken raising 
very profitable. What do you pay for eggs per dozen now? 
88 A very famous scene in Venice, Italy, in front of the great cathe- 
dral of St. Marks. The pigeons are being fed by this little 
girl traveler. These birds are so tame that they will eat from 
your hand. No one is allowed to harm them. They are owned 
by the City of Venice. Are there any pigeons in your city or 
town that are fed by the city or by loving bird friends? There 
are thousands of these birds fed in Chicago. Pigeons are good 
as food. They taste like chicken. 
82 The largest bird in the world today, the ostrich. This is from 
an ostrich farm in Florida. There are large ostrich farms in 
CaHfornia, but the real home of the ostrich is Africa. Notice 



STUDIES OF THE WORLD IN WHICH WE LIVE 55 

the big eggs. They are the biggest eggs in the world. The 
mother ostrich is helping some eggs to hatch. The ostrich is 
very strong. It is a great runner. A man can ride on its back. 
The ostrich is very valuable for its plumage. The beautiful 
plumes women wear on their hats and that the Masons and 
Odd Fellows and Knights of Columbus wear on theirs come 
from the ostrich. The feathers are plucked from the birds at 
certain times of the year. The plucking does not kill the birds, 
but it gives them pain. 

83 Flamingoes, beautiful birds with most long, graceful necks, and 

w^ith very long awkward legs. Notice their feet. Count the 

toes. They live on fish. Can you tell why their necks and feet 

are so long? They live in Australia. 

Model a hen, a rooster, a turkey, an ostrich, and a flamingo out of 

clay and put it in your sand table farm. 

87 Turkeys, that are being fattened for Thanksgiving. How are 
they fattened? Notice the white turkeys in the foreground. 
See how the old turkey gobbler has spread out his tail feathers 
as he struts about. All these turkeys have been hatched from 
eggs, as you know. The turkey's tgg is about three times as big 
as a hen's egg. O'n Thanksgiving Day the turkeys will all be 
dead, but we shall be glad. 

81 A lovely full nest of quail's eggs. Boys should never rob a bird's 
nest. It deprives the world of a beautiful bird that may add 
double beauty to the world by its song. 

MOTHER'S WORK IN THE WORLD 

The mother makes the home and does the work. She takes care of 
the children, feeds and clothes them, and then sometimes she does much 
extra work in the world as you will see in many views. After all, her 
real work in the world is to make a happy home for her family. 

How is water brought to our home? (Through pipes or a well.) 
It is quite easy for us to get water in these days. It is brought to our 
door from the lake, or the river, or from the clear springs among the 
hills. We only know how hard it is to get along without water, when 
the water supply is turned off for a time by the city or town author- 
ities, or even by the janitor in the building when a pipe leaks. In many 
parts of the world it is very difficult to get water. The country is dry 
and sandy. Then the mothers and daughters often walk miles to a 
river, or spring, to get water for the family. In America men usually 
carry the water. 

106 Water carriers, Nile River. Groups of women from many fam- 
ilies have come to get water in their jars and water skins for 
home use. These water skins are made from sheep skin or 
goats skin and are sewed up, shaped up, and dried thoroughly. 
They become air tight and carry water well. You can see these 
strange water containers at almost any museum. Do you think 
water is used freely in any of these native homes? Note the 



56 STUDIES OF THE WORLD IN WHICH WE LIVE 

headgear of the women and their soft loose garments. They 

are barefooted of course. Look down the Nile and see the 

large modern buildings. Yet the water carriers still carry the 

water. Water is sold on the streets of Cairo from these water 

skins. Would you like to drink it? Why not? 

How do we get our bread? Mostly from the bakeries in cities. Many 

mothers make all the bread for the family. Tell how your mother 

makes bread. Tell it so well that we too can make good bread from 

your recipe. From what is bread made? (Flour, corn meal, rye.) 

Where do we get flour? (From the grocer). Where does he get it? 

(From the mill.) Where does the miller get it? (From the farmer.) 

Where does the farmer get it? (He raises it from the seed.) 

100 Grinding wheat. A native mother of Palestine in Asia is sitting 

at her doorway with her family grinding wheat upon a large 
stone, well worn down through much use. Her family looks 
well and happy. They thrive on mother's cooking. Note the 
water jar. This one is made of clay perhaps. Is the father busy? 
104 A group of children enjoying a feast in Jerusalem, Palestine, 
which is in Asia. The children look well and happy. Eating 
with the hands is not a good way. Do you know why? 

102 Native bread-making in the streets of a village in Bulgaria. No- 

tice the low round tables; notice the tiny roller. See how thin 
the bread is rolled out. 

103 Baking bread, Syria. This stove is only a sheet of iron laid on 

bricks. Compare it with the stove in your home. Have you 
ever eaten Jewish bread? It is very thin and made without 
yeast. It is called matzos. You have all eaten crackers, they 
are very thin. 
99 A peasant or country woman in Russia grinding corn. This is a 
very tiresome process. See how high she throws up her arm to 
give force to the blow on the corn. Note the quaint little house 
where she lives. Are the men busy? 

101 A mother in Salvador, Central America, a hot country, grinding 

corn for tortillas, the bread of Central America. Which pro- 
cess is easier for the mother, the Russian way or the Central 
American way? Why? Note the water jar. 

171 Indian home in Guatemala. A little girl crushing corn for tor- 
tillas. Primitive bread-making you will conclude is much the 
same all over the world, either in hot countries or cold coun- 
tries. The modern bakery that we enjoy takes all the drudgery 
away from home, and the bread is made under clean, sanitary 
conditions. If the baker is not tidy the town authorities stop 
his baking and make him clean up. Homemade bread is best. 

133 Do you think this a good way to sell bread? 

192 Japanese mothers with their children. How tidy and clean they 
look. Notice the beautiful glossy hair, and notice too how 
beautifully it is done up. How young they look. They will 
have plenty of fish for dinner and to spare. 



STUDIES OF THE WORLD IN WHICH WE LIVE 57 

Look beyond at the vast expanse of water. It is the Pacific Ocean, 
the largest ocean in the world. How many ships can you see on the 
horizon ? 

125 Feeding the hungry silk worms with mulberry leaves. They are 

fed and fed until they are ready to spin the cocoon. Notice 
the tiers and tiers of silk worms reaching to the ceiling. The 
greatest care is taken of these silk worms, for they are very 
valuable. They produce the silk of the world. The greatest 
silk-growing countries are China and Japan. China raised silk 
worms first. 

126 Busy little Japanese woman unwinding the cocoons and reeling 

the threads. It is a wonderful sight. 
How many have seen silk cocoons? Ask for them at the museum. 
Man has many helpers. The silk worm makes silk for him; the honey 
bee makes honey for him; the hen lays eggs for him; the cow gives 
milk for him. 

127 This Japanese mother is weaving silk. In some countries the 

mother weaves all the cloth the family wears. This was true 
of the early settlers in our own country. 
Tell how your mother does the family washing. Why is Monday 

the great American wash day? (Probably because almost every one 

bathes, changes his clothes and dresses up for Sunday.) One should 

bathe every day to keep clean and to smell clean. 

172 Washing clothes in the streams in the Madeira Islands. Could 
anything be more wearisome? How tired their backs must be 
from bending so long over the stream. The little children help 
too. They perhaps hang up some of the clothes along the river 
wall. What would these women think of our electric washer, 
and our big laundries? 

177 A Filipino mother ironing clothes with her feet. The ironing 
board is laid flat on the ground, the garment is wrapped around 
a roller, then the mother stands upon a floor and rolls the roller 
over the ironing board. The children help to make the pressure 
upon the roller greater. See how smooth the pieces she has 
ironed look as they hang on the line. Describe how your 
mother irons. 

THE FATHER'S WORK IN THE WORLD 

The father has a big work to do to keep up the supply of food, 
clothes and shelter for the world's people. He goes at his work with 
tremendous energy and vim, and he goes at it gladly and cheerfully, 
often with a song or a whistled tune or a hearty laugh. It is good to 
laugh. Everyone should laugh often. 

Discuss in class all the work done by the fathers. 
115 The primitive method of plowing in Mexico. The plow is made 
of wood and it is drawn by oxen. The yoke is placed so that 
all the strain comes on their heads. 



58 STUDIES OF THE WORLD IN WHICH WE LIVE 

116 An American farmer ploughing in the State of Washington on 
the Pacific coast. He is driving four strong horses abreast. He 
sits on a seat and guides the plow whose knives dig into the 
ground and cut through the earth with mighty power. He has 
a huge farm and he must do much ploughing in a day. Com- 
pare the IMexican method with this method. The horses must 
be well shod so they will not slip. 
112 The village blacksmith. He is ready to shoe the horses and fix 
the broken cart wheels, or weld the broken plow, as the farmer 
or townsman may need. 
Visit the blacksmith shop with your teacher ; watch him use the 
bellows. Watch him hammer the iron on the anvil. The sound of the 
hammer as it strikes the anvil makes a lovely little tune. Get your 
teacher to play the anvil chorus on the victrola. 

107 Getting ready for business. It is no small job to keep the tools 
of the farm in order, and here is the man who can do it, with 
his big grinder. He whistles or sings as he grinds away. You 
all know the scissors grinder. Describe what he has done for 
your mother. 
91 Milking the cow. The farmer ships the milk to the bottling sta- 
tion. 
97 Machine for filling the bottles. Then it is sent away for distribu- 
tion among the people. 
134 Milk delivery in Jamaica. Is this a sanitary method? 

Where do you get butter? (From the grocer.) Where does the 
grocer get it? (From the farmer.) Where does the farmer get it? 
He makes it from the milk of the cow. Farmers make little butter 
now, except for their own use. The cream is sent to the butter fac- 
tory. 

128 Taking butter from the churn. Here is a huge machine-run 

churn. The butter will be shaped into pound bricks and shipped 
to the markets of the world for us to buy. 

129 This view shows how this printing and wrapping and packing 

is done. Note : Make some butter in school out of a half pint 
of cream. Eat it on crackers, it is delicious. Butter needs to 
be salted. 
119 Salt is prepared from salt water in Syracuse, N. Y. It is pumped 
to the surface through pipes : these pipes go deep down into the 
earth for the salt water. The salt is spread over these long 
vats ; the water evaporates in the sun's rays and the salt re- 
mains. It looks like snow. It is cleaned, refined and prepared 
for the market. It is shipped in barrels as fine salt, coarse salt 
and rock salt. 
96 Bees. This is a very dangerous part of the bee industry. You 
have all eaten honey. It is good for children. This bee farmer 
knows just how to handle his bees or he would be stung to 
death. The workers make all the honey. The male bees are 
drones. They are killed off by the workers. The cards of 
honey are sold in the grocery. 



STUDIES OF THE WORLD IN WHICH WE LIVE 59 

You have all eaten canned salmon or fresh salmon. Do you like it? 
122 A huge catch of superb salmon. They have been caught in the 
Columbia River, Oregon. They will be taken to one of the big 
salmon canneries, and there boiled and canned for the world 
market. Most of the work in the factories is done by women. 
Why do these men wear rubber boots? 

All the world needs heat for warmth and covering. 

Ill A coal mine. Men mine for coal deep down in the earth. It is a 
very dangerous occupation, and very wearisome, for the men do 
not see daylight while they work, and they receive no benefit 
from the sunshine. To keep well the miner should work only 
a few hours each day. Why do the men carry these torches in 
their caps? 
We must be very careful in our use of coal. There are millions 

upon millions of tons of coal in America. We have more coal than all 

the other countries of the world put together. Pennsylvania and Illi- 
nois are great coal mining States. 

It is a far cry from hot to cold, but we must have plenty of ice to 

preserve our food-stuffs in summer. 

120 A big ice industry. The men mark off the ice in squares and saw 
to the line. It is then hauled to the shore and packed in ice- 
houses along the lake or pond or river. 
Tell how ice is delivered to your door. 

114 Men and women at work stitching shoes. Millions of pairs of 
shoes are made every year. These are usually made of leather, 
but in a shortage of leather, as in war times, substitutes of 
strong paper and cloth are often used. Where do you get 3^our 
shoes? You have all visited the shoe-maker to have your shoes 
repaired. Perhaps you have a cobbler shop in school, where 
the boys repair shoes. 
There are many big shoe factories in Massachusetts. This factory 

that you are viewing is in Syracuse, N. Y. Be careful of your shoes. 

113 A potter shaping plates out of porcelain clay. Notice the inter- 
esting piece of hand machinery that does the trick. Millions, 
millions of dishes are shaped up by the potter. They break, 
then millions more are needed. You too can be a potter. Shape 
up a clay dish today. The clay dish will be baked to make it 
hard. 

109 Molding adobe brick and drying it in the sun. This is being pre- 
pared for building homes. Sun dried brick can be used only in 
a dry country because rain will soften it and wash it away. In 
our country bricks are baked till they are hard. 

108 A huge lumber yard in the State of Washington. This lumber 
has been cut from the vast forests of the west, to be used for 
building purposes. Lumber is getting scarce because the forests 
are not replaced, when cut down. In Germany and Sweden 



60 STUDIES OF THE WORLD IN WHICH WE LIVE 

a tree is planted for every tree that is cut down. Why is 
this a great idea? Visit a lumber yard in your town. Tell all 
you know about lumber. 

110 A granite quarry in Concord, N. H. These great stones weigh 
two tons per cubic yard. They are used for building. For what 
else is granite used? (For tombstones.) 

150 Another great man industry. This is the beautiful city of Cleve- 
land. It has been superbly built by able architects. This is a 
view of the public square at Euclid Avenue in the business sec- 
tion. You must surely visit Cleveland. It is one of the most 
beautiful cities in America. 
23 This view shows man as a master bridge builder. These bridges 
span the Ohio River, that takes it rise here in the foothills 
of the Appalachian Mountain system at Pittsburgh, Pa. The 
city of Pittsburgh, famous for its mills and its smoke, is seen 
in the distance. These boys are enjoying having their picture 
taken. 
70 Snake charmers and jugglers of India. Here is a very curious 
man industry. Many curious tales are told of how the jugglers 
make wonderful things appear or disappear. How thin and 
hungry they look. They are underfed. Notice the busy little 
monkeys. What are they doing? Look at the cobra. These 
men amuse and instruct the people. They are very clever. 

160 Memorial Day. Here is shown another huge industry or occupa- 
tion, the industry of being a soldier. In war times their work 
is fearful and very dangerous. In times of peace they have a 
very easy time of it. This is a Memorial Day scene in the 
Philippine Islands, where the living soldiers are decorating the 
graves of their comrades who have given up their lives in the 
service of their country. 
Describe a Memorial Day exercise you have attended at school or 

in your town. 

159 O^e of the exquisite art industries of the world, that of the 
sculptor. Augustus St. Gaudens made this great statue of 
Abraham Lincoln, the great emancipator of the slaves. It 
stands at the entrance of Lincoln Park in Chicago. It is one 
of the greatest statues in the world. You must all see it. 

CLOTHING 

Does your mother make your clothes? Of what are they made? 

(Cotton, wool, linen, or silk.) Of what is the cotton cloth made? 

(It is made of cotton that grows in fields.) 

54 A group of negro men, women and children picking cotton on a 
plantation in Dallas, Tex. It looks like a bunch of soft down, 
or like a bunch of very fine white hairs. There are many seeds 
in each little bunch. These are taken out by a machine called 
the "cotton gin." The cotton is put into bales and sent off to 
a factory where it is woven into different patterns of cotton 
goods. The United States raises the most cotton in the world. 



STUDIES OF THE WORLD IN WHICH WE LIVE 61 

It is raised in the South because it grows only in a warm cli- 
mate. We ship this cotton all over the world. It makes the 
southern cotton growers rich. 

93 Here we see where wool comes from. (The backs of sheep.) 

When does the farmer shear his sheep, in the spring or in the 
fall or autumn? Can you tell why? 
Notice the baby lambs. They too get sheared. What does shearing 
mean? These sheep and lambs live in New England. 

123 Farmers shearing the sheep. What kind of a day is it? How can 

you tell? What is the dog doing? What is the man back of 
the flock of sheep doing? Are the sheep glad to be sheared? 
Sheep are raised in every state of this Union. There are huge 
sheep ranches out west. The sheep are grass-eaters, and nibble 
very closely. 

94 Sheep feeding in the mountains of Judea in Palestine under the 

care of the shepherd. You know Christ lived in Judea, too. 

Perhaps you will go to Judea sometime and walk among the hills 
and see the sheep grazing on the hillsides, carefully and tenderly 
watched by the good shepherd, who knows his sheep, and who is 
known and loved by his sheep. Look well at these great mountains. 
Can you pick out the father sheep? (By their horns.) Can you tell 
where the sheep will go if a storm comes? See if you can twist a bit 
of wool into a thread, then see if you can weave a bit of woolen 
cloth. Over and under the needle goes, you know. 

You can weave paper into mats. You do that in the kindergarten. 
Now try to weave a bit of cotton, and a bit of silk, as well as a bit of 
wool. If you can, then you are a manufacturer, one who has made a 
thing by hand. 

124 A Norse woman is sitting at her spinning wheel, twisting the 

wool or flax into threads. The reel of yarn stands on a large 
wooden block. Notice the rolls of cloth near the chest. She 
has woven that cloth by a hand loom. That chest must be full 
of warm cloth and blankets for the comfort of her family. The 
women of Norway are never idle. They do wonderful weav- 
ing. 

127 A little Japanese woman weaving silk. Japan is famous for its 
silk weaving. From what is silk made? (The cocoon of a silk 
worm.) You can see the cocoon in a museum. Note: Many 
schools have a cocoon set, showing the process of silk making. 

173 A woman out in the street in Palermo, making a piece of cloth 
more beautiful by embroidering. It will make an exquisite 
gown. Men embroider also. I have seen beautiful linen em- 
broidery made by Italian men. 

193 Koreans. A group of Korean garments, that have no style at all, 
they are merely coverings woven out of cotton, and of the 
cheapest of material at that. The people are very superstitious, 
and are praying to these wooden images not to harm them. We 
are thankful not to believe, as these poor people do, in heathen 
gods. 



62 STUDIES OF THE WORLD IN WHICH WE LIVE 

SHELTER 

Why do we live in homes? (To keep us warm, to keep us dry, to 
have a place in which to eat and in which to sleep.) Of what are 
homes made? (Of brick, stone, cement and of wood.) Our Ameri- 
can homes are comfortable, when they are not overcrowded. 

165 The lovely home of Henry W. Longfellow, in Cambridge, Mass. 

Notice the door in the middle with rooms on either side. No- 
tice the green blinds on the windows. What are they for? 
Note the little dormer windows in the roof. What is the 
roof for? What is the chimney for? What poems do you know 
written by Henry W. Longfellow? 

166 Farmhouse at Haverhill, Mass., where John Greenleaf Whittier, 

the poet, was born. Note the old well at the back of the house. 

163 Mt. Vernon, the stately old colonial home of our first great 

American President, George Washington. Mt. Vernon is in 
Virginia. You must surely all visit this home. It is most 
carefully preserved by the United States Government. Note 
the long porch and the colonial pillars. 

164 The room where General Washington slept. Notice the lovely 

old mahogany furniture, the canopy over the bed, the hand- 
woven bedspread. It is always kept perfectly clean. 
157 Independence Hall, Philadelphia, Pa., which shelters the won- 
derful Independence or Liberty Bell. This rang out the joyous 
news of freedom for America on July 4, 1776. 

161 Plymouth Rock. A wonderfully beautiful shelter for a stone 

very precious in the hearts of all Americans. This covering 
has been placed over Plymouth Rock, the first rock that was 
touched upon by the Pilgrims when they landed at Plymouth 
in 1620. 

162 The great rock itself, engraved "1620." The lad at the gate will 

tell you delightfully the story of the landing of the Pilgrims. 
for which you fee him twenty-five cents. The gates are locked 
at sundown. 
17 A Christmas tree. The most beloved of all trees, the Christmas 
evergreen tree, sheltered most lovingly in hundreds of Ameri- 
can homes, and in many Christian lands, to give joy and sun- 
shine and cheer to millions of children. The Christmas tree 
likes best to live its hundred years or more in the forest. 

152 A little American cottage burning, and the town fire department 
in action. The fire laddies must move fast or the family will 
be shelterless. 

168 A mountaineer's cabin in the pioneer days. The father and 
mother and children helped to build the cabin. Note the big 
chimney at the end of the house. Of what is it made? Inside 
a big fire roars in the fireplace. The tiny windows are very 
small. Children need much air. Houses should have big win- 
dows. Look at the back door. In summer much of the work 
is done out of doors. 



STUDIES OF THE WORLD IN WHICH WE LIVE 63 

Back of the cabin lies the forest. In front Hes the clearing that the 
father and boys have made. It took months and years to get all the 
stumps of the trees out. Every pioneer works hard. Every pioneer 
is a hero. Daniel Boone was a great pioneer. He settled in Kentucky. 

174 Laplanders. A hut built of sod, where a huge family of Lap- 

landers live, in Norway. No windows, no chimney, only a door 
at the entrance. Note the clothing of the family. Do you 
think you can tell the boys from the girls? Note the snow on 
the mountains. How would you like the shelter of a Lap- 
lander? Model this shelter out of clay. From what will it 
protect this family? 
171 A shelter hut in a very warm country. This is in Guatemala in 
Central America. The roof is thatched of grass and the sides 
are of bamboo. These people are lazy, but patient and amiable. 
Their country is rich in pasture lands, forests, fruits, gold, 
silver and iron mines. But the people do not benefit them- 
selves much by these riches. They are a very gentle, polite, kind 
people. We can learn much from them in pretty manners. The 
little girl in the foreground is rolling corn to be made into 
tortillas. The tortilla is the bread of Central America. 

198 Filipino children at play outside the tiny playhouse. This is on 

the Island of Luzon. 
105 Dinner time. A sheltered dining room where a Filipino family 
is eating. They are seated on benches. Note the bamboo 
pillars. 
56 A bamboo jungle in Java. Bamboo is a variety of grass. It 
grows as tall as a tree. Compare the man in the picture with 
the height of the bamboo grass. The same kind of bamboo 
jungles are in Central America. Also there the natives cut 
down the bamboo, sort it into various sizes and use it for 
building and for making furniture and fish poles. Get a piece 
of rattan or bamboo and make some doll furniture. It is light 
and strong. The Japanese and Chinese use bamboo very ex- 
tensively for building. Many of our fishing poles are of bam- 
boo. 

199 A New Guinea family at home, and its pets. Notice the grass 

skirts. Notice the bone ornaments in the nose. Only the baby 
is free. No clothes, no bone ornament, only a string of beads. 
The mother seems to have good sense about her baby. How 
would you like to be a New Guinean? 
And now back home to our own American Indian. 

170 Indian wigwam or tepee made of deerskin. The headgear of the 
chief is very elaborate, made of beads and feathers; the neck 
piece is exquisitely made of beads and quills. The squaw is in 
the entrance, garbed in a bright colored blanket. 

169 Chief Black Hawk and Green Cloud and family. This wigwam 
is far larger and more elaborate. 

175 A Bedouin chief and his people are at rest, with their pitched 

tents grouped close together. When they are to move on over 



64 STUDIES OF THE WORLD IN WHICH WE LIVE 

the desert lands of Palestine, the chief will give the word, and 
the tents will be lowered, packed on the camels with the women 
and children and the onward journey resumed. These little 
folks look tired. It is hard on children to travel about. A 
quiet home of rest and peace is best for children. All children 
are entitled to peace and joy in their childhood. 
Make a Bedouin encampment on the sand table. 
167 A good type of American home. See the comfortable home of a 
happy American family. The American home is the happiest 
and the most free in the world. 

TRANSPORTATION 

Transportation shows the method of moving from place to place. 
You have all seen automobiles. Many of you have ridden in them, 
perhaps your father owns one. If he does you are a happy child, be- 
cause you can travel over the country in every direction and see the 
beauties of nature everywhere. 

Sometimes the automobile moves too rapidly, then you cannot see 
the loveliness of nature as you speed by. That is too bad. You have 
seen the large motor trucks. What are they hauling? You have seen 
horses and wagons. You have seen the wonderful airplane flying high 
over your head. It flies with great speed. For what is the airplane 
used? Tell all you know about it. 

Many of you have ridden in street cars. For what are they used? 
You have all seen railroad passenger trains and freight trains. For 
what are each used? Some of you have tricycles or bicycles. 
143 A long passenger train at the station. What are these people 
about to do? 
How many of you have seen a steamboat? How many have been 
on a boat on the lake or on a river or on the ocean? 
149 Steamboat. A beautiful big steamer loaded with passengers and 
freight. Many are the good-byes that are said. The passen- 
gers are off for a happy trip on the water. Perhaps they will be 
on the water a week or ten days. Where will they sleep? How 
will they be fed? How will they pass the time away? 
New York, the largest city in the United States, is built on an 
island called Manhattan Island. Many people living in New Jersey 
work in New York City. A very wide river, called the East River, 
separates New Jersey from New York. 

147 A large ferry boat plying between New York and Jersey City. 
The upper and lower decks are loaded with passengers. Large 
amounts of freight are carried over, automobiles, trucks and 
horses and wagons also drive onto the lower deck to be carried 
over the river. It takes from five to ten minutes to go across. 
146 Many ships in a harbor in Greece. This large sailboat may be 
a fishing or a pleasure boat. This is a beautiful view of the 
blue waters of the Mediterranean Sea. 
156 Captain John Smith trading with the Indians. This is the kind 
of a ship in which Captain John Smith sailed over from Eng- 



STUDIES OF THE WORLD IN WHICH WE LIVE 65 

land to America. Notice the big masts. There was no steam 
power in those days. They sailed by the aid of the wind and 
oars. The small boat filled with Indians shows the Indian boat 
of the period of 1607. 
155 The Santa Maria— the flagship of Christopher Columbus, in 
which he sailed across the Atlantic Ocean and discovered 
America, October 12, 1492. Two other ships came with him, 
the Pinta and Nina. 
148 Along the canal, Rotterdam, Holland. Canals furnish a very 
cheap and safe transportation, but it is slow. America has not 
so many canals as Europe. There the low countries are a net- 
work of canals. 
178 Halifax Harbor, Canada. A harbor is a protected body of deep 

water where boats may land. 
145 A canoe used for transportation by the savages of New Guinea. 
They have made this canoe from the trunk of a tree. The 
center is dug out to make room for the seats. Count the num- 
ber of men in this boat. How little the men wear. They live 
in a very hot country. 
144 Kayak — the boat of an Eskimo or Laplander. He lives in the 
far north where it is very cold. This might be in Alaska, Lab- 
rador, North Greenland or Lapland. The native wears skins 
and furs for warmth. This boat is made from oiled skins 
sewed together over a framework of drift wood. 
One skin boat often carries 1^ tons freight. It is made of the 
hides of six bearded seals sewed together and stretched over a frame 
of drift wood. It is so light two men can carry it and dogs can haul 
it any distance. The fiat bottom goes in shallow water and it can be 
beached anywhere in fairly rough surf. It is stronger and less liable 
to accident than the cedar wood whaleboat. It is the best craft man 
can use in the navigation of shallow rivers. Its only defect is that it 
must be dried every few days to prevent the skin from rotting. This 
does not necessitate much delay in fine weather. Men unload the boat 
and strap it upon the edge of the beach alongside of the camp over 
night; but in damp or rainy weather it is impossible to care well for 
the boats and they go to pieces in one season. When properly taken 
care of and dried every three or four days, the boats last several 
seasons. 

140 An Eskimo team of dogs hauling a sledge. The mother of the 

family and the little baby are going to ride. The dogs are 
very strong and sturdy and have much endurance in the cold 
of the far north. 

141 Reindeer and sleds— a method of transportation in Alaska. No- 

tice the dark forest beyond the snow field and the high moun- 
tains covered with snow. It is a cold, cold day in a cold, cold 
land. 
137 Ox team and cart in Chile. The high wheeled carts are drawn 
by oxen. The driver directs the oxen by a long slender pole. 
The oxen turn from side to side by a touch from the long pole. 



66 STUDIES OF THE WORLD IX WHICH WE LIVE 

139 A public water cart, iMexico. Each cart has iwxt wheels and is 
drawn b}' a donkey. This water is sold in the market places. 
90 Elephant in Burma, India. He has a huge block of teak wood 
between his trunk and tusks. The elephant can haul very 
heavy loads. He has gigantic strength. The elephant is a 
faithful servant to his master, whom he obeys promptly. 
You all know the wonderful story of the three Wise Men of the 
East, who traveled across the great Asiatic deserts on camels, follow- 
ing a star that led them to Bethlehem in Judea, where the Christ child 
lay in a manger. 

138 The camel is well adapted to making long journeys over the 

desert. It can store water in its stomach for future use, and 

the large hump on its back is largely fat, which enables it to 

travel several days on very little food. Its feet are broad 

and flat and they can travel swiftly over the soft, hot sand. 

Here is a big group of desert people. They are on their way to 

Jerusalem. The camel is packed with freight. It is tall and kneels 

at the command of its master, when it is to be packed. The camel has 

lovely, soft eyes. It is a very patient, faithful, wonderful friend to 

the man of the desert. You have all seen camels in the circus or in 

the museum. 

Model a camel out of clay. Alake a procession of camels, place 

them on your sand table. Show the pastoral and tent life on the desert 

on the sand table. What is an oasis in a desert? 

89 A buffalo water carrier of Bombay, India, The water bags are 

of skin. They are large and carry much water. The little boys 

are having a ride. They are sitting on the water bags. How 

can you tell this is a warm country? 

134 A native woman of Jamaica, in the West Indies — carrying milk 

on her head down from the mountain side to the town. She 

is very straight and strong. The children bring their quart 

cups to be filled for mother. 
136 A farmer in Bulgaria, going to market with a team of buffaloes. 

Notice the heavy yoke over the buffaloes' heads. 
133 A bread vendor with his two-w^heeled cart, pushing along the 

streets of Naples, in Italy. Is this sanitary? W'ould it be 

allowed in America? 

135 Carrying pig and baby, Manchuria. Still another simple way of 

transporting produce to market. This man has a baby in one 
basket to balance a pig in the other — which is for sale? 
In Holland, this shoulder method of transportation is still used. 

Flower girls carry their baskets of flowers through the markets in this 

fashion. It is a lovelj'- sight. 

Make a model in clay of this man and his hanging baskets. 

130 Lovely dogs hauling a big milk cart through the streets of Ant- 
werp, Belgium. The dogs must be very strong to do such 
heavy hauling. The little boy evidently is the master. He 
harnesses and unharnesses his dogs and goes with his mother 
to market 



STUDIES OF THE WORLD IN WHICH WE LIVE 67 

You all know the lovely story of the "Dog of Flanders," by Ouida. 

If not, you must read it some time. 

179 An Indian boy and baby. A clever little picture in transporta- 
tion. The little boy is a Mexican lad, carrying his brother on 
his back. It is a bit hard on him, and the baby looks a little 
worried too. How do you transport your baby about the streets ? 
How does the Indian mother carry her papoose? 
4 Do you want a ride? The cheery, happy, glad transportation of 
childhood. Even the goat likes the game. Model the goat, the 
cart and the children in clay. 

142 American Indians on their horses — the first great American rid- 
ers. They look fierce, indeed, in their buckskins and beads and 
wonderful headgears. 
There are over a million Indians on reservations in America today, 

as many as there were when Columbus discovered America. Uncle 

Sam takes fine care now of his Red men. 

ANIMALS 

Almost every child has seen a circus, and he has learned that wild 
animals from all parts of the world are gathered by the circus man, 
put into cages and sent from town to town for the people to see. How 
the people flock to the parade. The farmers motor in with their entire 
families. The farmhouse is locked up for the day. The barn doors 
are closed, and the only sounds left upon the farms come from the 
crowing roosters, or the mooing cows, or the neighing horses. It is 
so quiet that it almost frightens one. But the farmer's family is not 
quiet. There is great excitement. They are watching the grandest 
parade of the greatest circus on earth ! The circus man has said so 
— and now the children all know so as they watch, and so the father 
is buying tickets for all his well-loved family to the great show. We 
can't bring the circus to you, but through the wonderful little stereo- 
scope we can show you many of the animals they see there. The 
stereoscope shows you the animals as just poised in motion. As you 
look you seem to see the real animal in his e very-day life. The stereo- 
scope brings true, real life to you. 

It was invented by Dr. Oliver Wendell Holmes, the great American 
physician and scientist and poet. We want you never to forget that 
he gave this great gift of the stereoscope to the world. 
60 The American bison or bufifalo browsing in Yellowstone Park. 
The bison are grass eaters, and they have to work hard to get 
enough to eat in the scant vegetation throughout the park. No 
one is allowed to shoot these bison, and they are supplied with 
food by the United States Government— if they need extra 
help. The United States Government owns Yellowstone Park. 
It is one of our great national parks, and it is one of the great- 
est wonders of the world. Make up your mind now to travel 
and see this park. Then, when you are older, you will do so. 



68 STUDIES OF THE WORLD IN WHICH WE LIVE 

64 A big puma found in the forests of Colorado. It belongs to the 

cat family. It is also called the mountain lion. It is very rare 

now. 
72 A huge green turtle — caught for food. The flesh is said to be 

very delicate. You have all seen the small turtles in the streams 

and ponds or lakes near your home. 
66 The great lions are found in the jungles of Africa. The mother 

lion is at the rear, scratching her face with her paw. They are 

flesh eaters and very dangerous to man. What animals do we 

eat — flesh-eating or grass-eating animals? Can you tell why? 

68 The rhinoceros is found in India. It is covered with the tough- 

est, thickest skin that is just like an armor to protect this big 
clumsy animal. This one is a captive. Note the chain. Note, 
too, this armor is in segments, connected by softer skin. The 
rhinoceros can move any one segment alone. He is dangerous 
to meet. He can toss a man thirty feet into the air, after he 
has impaled him upon the end of his horn. The horns are 
projections on the upper jaw. This is its splendid weapon with 
which to fight other animals. The rhinoceros likes the water, 
too. It can swim well. It is a grass eater and lives along the 
river. Would you like to meet the rhinoceros? Then go to 
visit him in safety at the zoo and study his queer, interesting 
ways of walking, swinging his head, and feeding. 
62 The giraffe is the most awkward animal you will ever see. His 
neck is so long that his body seems very short and as if sawed 
off. He seems all neck and legs. He has very gentle eyes, and 
a pretty mouth. You will enjoy feeding him at the park. He 
feeds upon the leaves of trees. Can you tell why his neck is 
so long? He is very friendly. His skin is spotted. He makes 
you smile when you see him. It is good to smile, and feel 
friendly toward any animal. 

65 The royal Bengal tiger is a great, big, fierce cousin to his majesty 

the lion. He has a beautiful striped body and burning yellow 
eyes. He is a flesh eater and kills only what he consumes on 
the spot. He, too, is dangerous to meet. Colonel Roosevelt 
shot a tiger in Africa. The fur is often used for big floor 
rugs. They are very expensive. Why? He is a big, fierce, 
wild cat. 

69 Kangaroos, too, are ver}^ awkward. They make you smile as do 

the giraffes. Note the small forelegs and the large, long hind 
legs. They leap over the ground swiftly. The tail is very big 
and strong. The kangaroo rests on it. The mother kangaroo 
has a wonderful pouch under her big haunches, in which she 
carries her little one with the greatest ease and safety. In 
cases of danger, the baby kangeroo knows well where safety 
lies. The kangaroo lives on the smallest continent in the world, 
Australia. It is a dry, sandy countrJ^ The kangaroo really has 
three feet, for it uses its tail as a third foot. The softest, 
finest leather comes from the kangaroo. 



STUDIES OF THE WORLD IN WHICH WE LIVE 69 

67 A giant hippopotamus. Next to the elephant the hippopotamus is 
the largest of all animals. It used to be found in nearly all the 
rivers of Africa, but now it is common only in those regions 
where man does not travel. It is said to be a cousin to the 
hog. The hippopotamus is a great swimmer. It can float well. 
Why? It can stay a long time under water. It feeds mostly 
on water plants. 

95 This view shows you his cousin, the hog. She is a very fussy 
mother with her eight little pigs. 

98 One little pig went to market never to return. Pigs are bred in 
every state in the United States. They supply the pork and 
ham of the world. They have helped to build up the biggest 
food industry in the world. Chicago has one of the largest 
slaughter and packing plants in the world. 

58 Here you see Johnny Bear feeding in Yellowstone Park. He has 

come down from the dark forest to feed behind the hotel, at 

the feeding dump. He will have a sorry time if he gets his 

nose stuck in a molasses can. 

I have seen twenty-eight bears feeding at one time in Yellowstone 

Park. It is most interesting and amusing. All tourists watch eagerly 

for the bears to come out to feed. No one is allowed to hurt the 

bears. Sometimes, if a bear gets cross, a hose of cold water is turned 

upon him. Why? You must read "Johnny Bear" by Ernest Thompson 

Seton. Then you must go to Yellowstone Park and see the bear at 

home. 

This is a big cinnamon bear. There are black bears and silver tips 
and grizzlies also in the park. Bear's fur is used for coats and rugs. 

59 A polar bear. His fur is white. This is what we call protective 

coloring. He cannot easily be seen in the snowy country where 
he lives. Eskimos make warm clothes from his fur and they 
eat the meat. The polar bear catches seals and fish to eat. 

63 Sly Reynard, the fox. The fox used to be very common, but 
dogs and men have chased him and killed him, until he is rare. 
Some blue foxes have been found in Wyoming, recently (1919). 
The United States Government has hired an expert to take care 
of them. The blue color is very difficult to keep. The fur is 
most beautiful and valuable. 

71 A crocodile farm in Palm Beach, Fla, This is one of the great 
sights for tourists to see. Notice the huge mouth and the 
terrible teeth. The crocodile and alligator are valuable for 
their skin. It makes very fine and expensive leather goods. 

62 A big group of animals from the jungle and the sea. These have 
been stuffed and mounted and placed in a museum. Name all 
the animals you see here. Visit a museum and look at the 
animals. 

85 A group of rabbits. They are vegetable and grass eaters. They 
are timid and gentle. They are great pets for children. They 



70 STUDIES OF THE WORLD IX WHICH WE LIVE 

breed almost all over the world. They are used for food, and 
their fur is used for coats and muffs. Rabbits multiply very 
rapidly. They sometimes do great damage. 
Name all the wild animals you have seen. Name all the domestic 
animals you know. Model in clay all the animals you have seen. 

(12) Make a study of the children of other lands. 

(13) Look at the bird views and join the Audubon Society to 
protect all birds. Be a life member. 

(14) Study the wild flower slides and resolve to pick no wild 
flowers ; they are fast being destroyed by the carelessness of 
man. 

Help to preserve the beauty of the earth. 



THE SEASONS 

By Rose Lucia 

Principal of the Primary School, Montpelier. Vermont. 

"Those who are really awake to the sights and sounds which 
the procession of the months offers them lind endless enter- 
tainment and instruction. Yet there are great multitudes who 
are present at as many as three-score and ten performances, 
without ever really looking at the scenery, or listening to the 
music, or observing the chief actors." 

It has become the privilege of the kindergarten and the 
primary teacher to open the eyes and minds of her pupils so 
that throughout their lives, as season follows season, the 
scenery, the music and the actors will be consciously heard, 
observed and interpreted. 

Every teacher who would wisely guide her pupils in the 
study of nature must herself be of those ''really awake to the 
sights and sounds which the procession of the months offers 
them." She must 

T. Know and delight in her subject. 

Study and observation are the aids here. 
II. Know her ahn. 

1. To instil a love and knowledge of nature. 

2. To instil a knowledge of the important part in the econ- 

omy of the universe played hy all living creatures. 

3. To create a sympath)^ for all living things, which mani- 

fests itself in thoughtful care and kind treatment. 

4. To develop accuracy of observation and description. 

5. To develop the reasoning powers through interpretation. 
III. Master her method of presentation. 

This will differ as the means of gaining knowledge differs 
and must be constructed for each lesson. 
The mJnd of the child gains knowledge in Nature Study by three 
means : 
I. By the study of the object. 
II. By the study of something which symbolizes the object. 
III. By language and reading concerned with the object. 

With the first mode Nature Study teaching indoors should be sup- 
plemented by nature outside. In order that both pupils and teacher 
can obtain suitable material for study, it is necessary to plan the work 

71 



72 THE SEASONS 

to suit the changing seasons, "the procession of the months." This is 
also the most natural way to plan, because it places the child in con- 
tact with nature under normal conditions. 

But it is true that the objects which are physically near to the child 
are not the only ones having a psychic nearness, and, as the desire 
of pupils will be to go far afield, the teacher must be prepared to give 
them knowledge by the second mode, the study of something which 
symbolizes the object — that is, the study of pictures or stereographs. 

It is with this way of learning, in conjunction with the third mode, 
knowledge by means of language and reading, that this chapter is 
directly concerned. Since the introduction of the stereographs into our 
schools, the second mode of gaining knowledge has taken a far more 
important place than formerly. This is not strange, as the stereo- 
graphs, viewed through a stereoscope, have the peculiar power of 
bringing the pupil who studies them into almost as close a relation to 
the objects or scene viewed as if he were using the first mode of gain- 
ing knowledge. 

It is to the stereograph then that a wise teacher turns for help in 
her seasonal work. In the 200 Primary Set there are numerous stere- 
ographs illustrating lessons in the Nature Study which can be used 
with success. The outlines which follow should not be regarded as 
complete for this work, but as a starting point from which the work 
may be developed. The suggestions as to the uses of the particular 
stereographs are intended as aids to the less experienced teacher. 

AUTUMN 

(Suggested outline to be amplified) 

1. Autumn flowers. 

2. Bird migrations — nest material. 

3. Plants — seeds. 

4. Harvest. 

5. Frost. 

6. Trees. 

(a) Production of fruits and nuts. 

(b) Preparations for winter. 

1. Falling leaves. 

2. Formation of leaf buds. 

(c) Economic value. 

1. As lumber. 

2. Protectors from drought. 

3. Leaves as soil. 

(d) Beauty. 

7. Animals and insects. 

8. Special days occurring in autumn. 

(a) Labor Day. 

(b) Columbus Day. 

(c ) Hallowe'en. 

(d) Thanksgiving. 



THE SEASONS 73 

Appropriate Stereographs 

2. Bird migrations— nest material. 

76 Song sparrow. 

78 Red-winged blackbirds. 

80 Robin. 

Bibliography 
"Thirty days hath September."— Old Rhyme. 
With the September calendar note the shortening days and length- 
ening nights. To illustrate use: 

Bed in Summer, by Robert Louis Stevenson. 

"In winter I get up at night." 
September, by Helen Hunt Jackson. 

'The goldenrod is yellow." 

Appropriate Stereographs 

3. Plants — seeds. 

29 How seeds are carried by the wind — milkweed and thistles. 

Bibliography 

The Wind, by C. G. Rossetti. 

"Who has seen the wind?" 
The Wind, by R. L. Stevenson. 

"I saw you toss the kites on high." 
Windy Nights, by R. L. Stevenson. 

"Whenever the moon and stars are set." 
What the Wind Brings, by Edmund Clarence Stedman. 
"Which is the wind that brings the cold?" 
(Review points of the compass with this.) 

Appropriate Stereographs 

4. Harvest. 

41 Picking apples for market, Washington. 

37 Vegetable and grain display. State Fair, Colorado. 
35 Digging potatoes. 

34 Harvesting onions. 
All harvests are not in autumn. Contrast different localities, cli 
mates and products of other lands. 

54 Gathering cotton. 

45 A cluster of olives, California. 

46 A pineapple field, Florida. 

38 Gathering sweet potatoes. 

47 Banana trees, Hawaii. 

48 Loading bananas into cars, Costa Rica. 

49 Date palms, Egypt. 

52 Picking tea leaves, Ceylon. 

53 Gathering coffee, Java. 

55 Tapping a rubber tree in Brazil. 



74 THE SEASONS 

50 A coconut farm, Philippine Islands. 

5. Frost. 

30 Getting ready for Hallowe'en. 

Bibliography 
Jack Frost, by Gabriel Setoun. 

"The door was shut as doors should be." 

Appropriate Stereographs 

6. Trees. 

(a) Production of fruit and nuts. 

41 Picking apples for market, ^\'ashington. 

42 Navel oranges, fruit and blossoms, California. 

43 Lemons as they grow at Fort Worth. Fla. 

44 Grapefruit on trees. 

(b) Preparation for winter. Bare trees. 

77 Pheasants feeding in snow. 

(c) Economic value. 

I, Lumber. 

108 In the great lumber yards. State of V.'ash- 
ington. 
11. Protects from drought. 

1 Where are they going? 
6 Playing soldier. 
168 Mountaineer's home, Tennessee. 
TIL Leaves as soil. 

27 Jack-in-the-Pulpit. 

(d) Beauty. 

167 A typical American home. 

157 Independence Hall. 

159 Statue of Lincoln, Lincoln Park, Chicago. 

Bibliography 

How the Leaves Came Down, by Susan Coolidge. 

"I'll tell 3^ou how the leaves came down." 
Autumn Leaves, by George Cooper. 
" 'Come, little leaves,' said the V\'ind one day." 

Appropriate Stereographs 

7. Animals and insects. 

31 Great market day — horses. 

91 Milking the cow — cow and cat. 

93 Lambs and sheep in a New England barnyard. 

5 "Vou look like a soldier, Major." 

130 Dog team. 

85 "Isn't our stock looking fine?" 

58 Bear feeding in Yellowstone Park. 

60 Herd of bison browsing in safety, Yellowstone Park. 

• 63 Reynard, the fox. 

84 \\''riting spider. 



THE SEASONS 75 

96 Bee man looking at his bees. 
57 Striped squirrel or chipmunk. 

Bibliography 

The Squirrel's Arithmetic, by Annie Douglass Bell. 

"High on the branch of a walnut tree." 

Appropriate Stereographs 
8. Special Days occurring in Autumn. 

(a) Labor Day. 

110 Granite quarry, Concord, N. H. 

111 Down in a coal mine, Scranton, Pa. 

113 Potter shaping plates, Trenton, N. J. 

114 Stitching shoes, Syracuse, N. Y. 

112 The blacksmith. 

116 Riding plow with four horses. 
97 Machine filling bottles with milk. 
128 Removing butter from churn. 
122 Salmon caught in Columbia River, Oregon. 
There are about seventy different stereographs directly concerned 
with labor of some kind. 

(b) Columbus Day. 

155 The Santa Maria, flagship of Christopher Columbus. 

146 A sailboat in the harbor of the Piraeus, Greece. 

(Columbus's way of traveling contrasted with the 
steamships also shown in the same stereograph.) 

147 A crowded ferryboat. 

149 Steamboat leaving landing. 

(These also are for contrast between wind and steam.) 

(c) Hallowe'en. 

30 Getting ready for Hallowe'en. 

Bibliography 
'The Pumpkin," by J. G. Whittier. 

"Oh fruit loved of boyhood ! the old days recalling." 
"Corn" — Selected. 

"There is a plant you often see." 

Appropriate Stereographs 

(d) Thanksgiving. 

180 Holland as she is known. 

181 In the land of wooden shoes. 

182 School children in native costume, Marken. 

Holland. 

161 Plymouth Rock and children. 

162 Plymouth Rock. 

86 Chicken ranch in California. 

87 Turkeys — almost ready for Thanksgiving. 

The Harvest stereographs may be used again for the purpose of con- 
trasting some of our present harvests with those of the Pilgrims. 



7(^ THE SEASONS 

Bibliography 

Thanksgiving Day, by Lydia Maria Child. 

"Over the river and through the woods." 
Praise God — Author unknown. 

"Praise God for wheat, so white and sweet." 

WINTER 

(Suggested outHne to be amplified.) 

1. Air uses. 

(a) Moving. 

(b) Still. 

2. Water forms. 

(a) Clouds. 

(b) Rain— hail. 

(c) Snow. 

(d) Ice. 

(e) Steam. 

3. Trees in winter — study of evergreens. 

4. Winter birds. 

5. Animals in winter. 

6. Special Days. 

(a) Whittier's Birthday. 

(b) Christmas. 

(c) New Year. 

(d) Lincoln's Birthday. 

(e) Washington's Birthday. 

(f) Longfellow's Birthday. 

Appropriate Stereographs 

1. Air. 

(a) Moving. 

10 Washday — moving air drying clothes. 

Ill Down in a coal mine — How is air supplied? 

119 How we get our salt — Moving air assists in evap- 
oration of water. 

174 Lapp family at home — There is no ventilation. 

180 Holland as she is known. 

Wind is moving air. Connect wind and air and 
review bibliography of "Wind" under AUTUMN. 

(b) Still. 

2. Water forms. 

(a) Clouds. 

38 Girls gathering sweet potatoes, P. I. 
139 A Mexican water carrier. 

(b) Rain and hail — Rain falls to the ground from clouds. 

18 Spangler's Spring — Rain sinks into the ground to 
make a spring. 



THE SEASONS 77 

2, 3, 25 Streams formed from water which has fallen 

as rain. 
23 Ohio River. Great rivers result from rain. 

Bibliography for (a) and (b) 
Boats Sail on the Rivers, by Christina G. Rossetti. 

"Boats sail on the rivers." 
The Little Lazy Cloud — ^Author unknown. 

"A pretty little cloud way up in the sky." 
One Little Cloud — Selected. 

"One little cloud." 
The Rain — Selected. 

"Down falls the pleasant rain." 
Who Likes the Rain? 

" 'I,' said the duck, *I call it fun.' " 
After clouds and rain have been studied these stereographs should 
be used to contrast countries having little or no rainfall. 
175 Bedouins and their tent, Palestine. 
138 Camel — on the Jerusalem road. 
106 Water carriers dipping water from Nile. 
109 Molding and drying adobe brick, Mexico. 

Appropriate Stereographs 

(c) Snow. 

31 Great market day in Quebec in a snow storm. 

32 Deep snow drifts in New England. 

15 Sliding down hill. 

14 Making a snow house. 

16 The snowman. 

141 Reindeer and sleds, Alaska. 
19 Snow-capped Popocatapetl, Mexico. 

Bibliography 
Snowflakes, by Mary Mapes Dodge. 

"Whenever a snowflake leaves the sky." 
The Snow — from the Youth's Companion. 

"From the clouds the flakes of snow." 
I Dug and Dug— Anonymous. 

"I dug and dug amongst the snow." 
Winter Time, by Robert Louis Stevenson. 
"Late lies the wintry sun abed." 

Appropriate Stereographs 

(d) Ice. 

120 Cutting ice with a saw. 
20 Where snow and ice never melt. 
19 Snow-capped Popocatapetl, Mexico — The tops of 
high mountains are always covered with snow and 
ice. 



7S THE SEASONS 

Bibliography 
The Icicle, by A. S. C. 

"An icicle hung on a red brick wall." 

Appropriate Stereographs 
(e) Steam. 

147 A crowded ferry boat. 
149 Steamboat 
143 Passenger train. 
Stereographs for the uses of water forms. 
To the above stereographs add : 

2 The runaways — stream waters the meadow. 
25 Pussy willows by brook — stream waters the trees. 
117 A school garden — water needed. 
39 Planting rice — plants growing in water. 
18 Spangler's Spring. 

112 The blacksmith shop — water used in work. 

113 Potter shaping plates — water used to wet the clay. 

107 Getting ready for business — water used to wet the grindstone. 

126 Unwinding cocoons, Japan — water used to loosen threads. 

122 Salmon caught in Columbia River — food from water. 

62 From the jungle and the sea — food from water. 

72 Shipping green turtles — food from water. 

180 Holland as she is known. 

181 In the land of wooden shoes — water for transportation. 
144 Eskimos and their boats — water for transportation. 

146 A sailboat in the harbor, Piraeus, Greece — water for trans- 
portation. 

22 Minnehaha Falls — waterpower. 

23 The beginning of the Ohio River — waterpower and trans- 

portation, 
152 A fire department in action — water for fire protection. 
172 Washday by the stream, Madeira Islands — cleanliness. 

3. Trees in Winter. 

14 Making a snow house. Trees are bare of leaves. 

15 Winter sports — coasting. The trees are leafless. 

16 Merry Christmas — a study of evergreen trees. 
141 Reindeer and sleds — evergreen trees growing. 

Bibliography 

Pine Needles, by Paul Hamilton Haynes. 
"If Mother Nature patches the leaves of trees and vines." 

Appropriate Stereographs 

4. Winter Birds. 

77 Ring-necked pheasants feeding in the snow. 

74 Red-headed woodpecker. 

73 Downy woodpecker and chickadee. 
79 Bluejay. 



THE SEASONS 79 

Bibliography 
Crumbs to the Birds, by Charles and Mary Lamb. 

"A bird appears a thoughtless thing." 
The Woodpecker — Selected. 

"Robin in the tree top high." 
The Snow-Bird's Song, by F. C. Woodward. 
"The ground was all covered with snow one day." 
The Snow Bird, by Frank Dempster Sherman. 
"When all the ground with snow is white." 

Appropriate Stereographs 

5. Animals in Winter, their habits and fur. 

59 Polar bear. 
61 Beavers. 

93 Sheep and lambs in a New England barnyard. 
141 Reindeer. 
Use also all the stereographs given under Animals and Insects in 
AUTUMN outline. 

Lessons on lands where snow does not fall in the winter season 
should have their place when most appropriate. For such lessons there 
are over forty stereographs. 

6. Special Days. 

(a) Whittier's Birthday. 

166 \\'hittier's Home. 

Bibliography 
Any of Whittier's children's poems. 

Appropriate Stereographs 

(b) Christmas. 

138 Camel on the road going to Jerusalem. 

104 The children's feast, Jerusalem. 

185 A mission school in Bethlehem where Christ was 

born. 

175 Bedouins and their tent, Palestine. 

100 Grinding wheat at native home, Palestine. 

94 Shepherd and his flock in mountains of Judea. 

17 Merry Christmas. 

181 In the land of wooden shoes — Sant Niklaas' story. 

Bibliography 
Christmas Song, by Eugene Field. 

"Why do bells of Christmas ring?" 
Verses from St. Luke. 

"And there were in the same country shepherds." 
A Christmas Carol, by Dinah Maria Mulock. 
"God rest ye, merry gentlemen, let nothing you dismay." 
While Stars of Christmas Shine, by Emilie Poulsson. 
"While stars of Christmas shine." 



80 THE SEASONS 

Santa Claus — Anon. 

"He comes in the night ! He comes in the night !" 
A Visit from St. Nicholas, by Clement C. Moore. 
" 'Twas the night before Christmas when all through the house." 

Appropriate Stereographs 

(c) New Year. 

Review the names of the months in the four seasons. Lessons 
should be given on the shortest days of the year and the lengthening 
days. Connect with the first, the lands where there is little or no 
daylight in the winter. 

144 Eskimos. 

141 Reindeer and sleds, Alaska. 

115 Primitive plowing scene, Mexico. 

124 A spinning wheel and reel, Norway. 

174 Lapp family. 

Bibliography 
In Trust, by Mary Mapes Dodge. 
"It's coming, boys." 
Goodnight, by Victor Hugo. 

"Goodnight, goodnight." 

Appropriate Stereographs 

(d) Lincoln's Birthday. 

159 Statue of Lincoln by St. Gaudens, Chicago. 

(e) Washington's Birthday. 

163 Mt. Vernon. 

164 Washington's room at Mt. Vernon. 

165 Longfellow's home, Cambridge. 

157 Independence Hall, Philadelphia. 

158 Liberty Bell, Philadelphia. 

23 Pittsburgh, site of P'ort Duquesne. 

(f) Longfellow's Birthday. 

165 Longfellow's home, Cambridge. 

Bibliography 
Use any of Longfellow's children's poems which best fit the lessons. 
SPRING AND SUMMER 
(Suggested outline to be amplified.) 

1. The Spring Awakening. 

(a) Soil. 

(b) Sap. 

(c) Buds. 

2. Spring Life. 

(a) Frogs. 

(b) Birds. 

(c) Insects. 



THE SEASONS 81 

(d) Fish. 

(e) Animals. 

3. Trees — Wild flowers. 

4. Seeds — planting, sprouting. 

5. Gardens. 

6. Farms — animals and occupations. 

7. Special Days. 

(a) Lexington. 

(b) Arbor Day. 

(c) Memorial Day. 

8. Summer. 

(a) Lands where it is always summer. 

Appropriate Stereographs 

1. The Spring Awakening. 

(a) Soil. 

13 Jim and Jack plowing. 

116 Riding plows drawn by four horses, Washington. 

115 A wooden plow drawn by oxen, Mexico. 
Contrast the soil shown in these stereographs with that seen in the 
following: 

175 Bedouins and their tent. 

49 Date palms, Alexandria, Egypt. 
. (b) Sap. 

24 Helping Uncle tap the sugar maple trees, 
(c) Buds. 

25 Pussy willows by the brook. 

Bibliography 
Spring, by Celia Thaxter. 

"The alder by the river." 
Talking in Their Sleep, by Edith M. Thomas. 
"You think Fm dead." 

Appropriate Stereographs 

2. Spring Life. 

3 A holiday with Rover by the stream. 

Bibliography 

Frogs at School, by George Cooper. 

"Twenty froggies went to school." 

Appropriate Stereographs 

(b) Birds. 

75 Young flickers. 

76 Song sparrow. 

78 Red-winged blackbird. 

80 Robin feeding young. 

81 Quail's nest. 

82 Ostriches hatching eggs, Florida. 



82 THE SEASONS 

Bibliography 

April, by Celia Thaxter. 

"Birds on the boughs before the buds." 
The Coming of Spring — Selected. 

'The birds are corning home soon." 
The Robin, by Laurence Alma Tadema. 

"When father takes his spade to dig." 
If Ever I See, by Lydia Maria Child. 

"If ever I see." 
The Bluebird, by Emily Huntington Miller. 

"I know the song that the bluebird is singing." 
Who Stole the Bird's Nest? by Lydia Maria Child. 
"To-whit, to-whit, to-whee!" 

Appropriate Stereographs 

(c) Insects. 

84 Writing spider and web. 

96 The bee man looking at his beesu 

Bibliography 

The Spider and the Fly, by Mary Howitt. 
"'Will you walk into my parlor?' said the spider to the fly." 
The Bee and the Rose — Selected. 

"I hope you'll not accuse me." 
The Honey Bee — Selected. 

"Honey bee, honey bee, where are you going?" 
How Doth the Little Busy Bee, by Isaac Watts. 
To a Honey Bee, by Alice Cary. 

"Busy-body, busy-body." 

Appropriate Stereographs 

(d) Fish. 

2 The runaways. 

122 Salmon caught in the Columbia River. 

192 Japanese women and their children on a fishing trip. 

Bibliography 

The Little Fish That Would Not Do As It Was Bid. by 

Jane and Ann Taylor. 
" 'Dear mother,' said the little fish." 

Appropriate Stereographs 

it) Animals. 

93 Sheep and lambs. 
12 W^hose bottle? 

123 Shearing sheep. 



THE SEASONS 83 

Bibliography 

Baa ! Baa ! Black Sheep — Mother Goose. 
Little Bo-Peep— Mother Goose. 
The Lamb, by William Blake. 

"Little lamb, who made thee?" 

Appropriate Stereographs 

3. Trees — Wild Flowers. 

24 Helping Uncle tap the sugar maple trees. 

25 Pussy willows by the brook. 
180 Holland as she is known. 

27 Jack-in-the-pulpit. 

28 Bluebell. 

7 A summer carnival. 

Bibliography 

The Pussy Willow — Selected. 

"Dainty pussy willows." 
Pussy Willow, by Kate L. Brown. 

"Pussy willow wakened." 
The Use of Flowers, by Mary Howitt. 
"God might have bade the earth bring forth." 
The Bluebell — Selected. 

"There is a story I have heard." 
Daisies, by Frank Demster Sherman 

"At evening when I go to bed." 

Appropriate Stereographs 

4. Seeds — Planting, Sprouting. 

29 How seeds are carried by the wind. 
117 A school garden. 

26 Great oaks from little acorns. 
51 Preparing selected cane stalks. 

39 Planting rice, Luzon, Philippine Islands. 

Bibliography 

The Seed, by Kate L. Brown. 

"In the heart of a seed." 
Baby Seed Song, by E. Nesbit. 
"Little brown brother! Oh, little brown brother!" 

Appropriate Stereographs 

5. Gardens. 

117 A school garden. 
33 Tomatoes growing in a garden. 
Again use the harvest stereographs to show many of vegetables 
which can be grown by children in their own gardens. 



84 THE SEASONS 

Bibliography 

Planted Himself to Grow. 

"Dear, little bright-eyed Willie." 
Our Garden, by Juliana H. Ewing. 
"The winter is gone and at first Jack and I were sad." 
Annie's Garden, by Eliza Lee Follen. 
"In little Annie's garden." 
Keeping Store, by Mary F. Butts. 

"We have bags and bags of whitest down." 

Appropriate Stereographs 

6. Farms — Animals and Occupations. 

92 Teaching bossies to drink. 
91 Milking the cow. 

97 Machine filling bottles with milk. 

128 Removing butter from churn. 

116 Riding plow drawn by four horses. 

13 Jim and Jack plowing. 

93 Sheep and lambs in a New England farmyard. 
123 Shearing sheep. 

86 Chicken ranch. 

129 Printing, wrapping and packing butter. 
95 A happy family. 

8 "Now we're up, now we're down." 
54 Gathering cotton. 

Bibliography 

Milking Time, by Christina Rossetti. 

"When the cows come home the milk is coming." 

The Cow, by Robert Louis Stevenson. 

"The friendly cow, all red and white." 
Clovers, by Helena Leeming JellifTe. 

"The clovers have no time to play." 
Hay, by Emily Dickinson. 

"The grass so little has to do." 
The Hayloft, by Robert Louis Stevenson. 

"Through all the pleasant meadowside." 
Farewell to the Farm, by Robert Louis Stevenson. 
"The coach is at the door at last." 

Appropriate Stereographs 

7. Special Days. 

(a) Lexington. 

154 Soldiers taking health exercises. 
Contrast this with the training of the men who fought at Lexington. 



THE SEASONS 85 

Bibliography 

Paul Revere's Ride, by Henry W. Longfellow. 
"Listen, my children, and you shall hear." 

(b) Arbor Day. 

Any of the stereographs which contain views of trees will be appro- 
priate for this day. 

Bibliography 

Tree Planting— Selected. 

"Oh, happy tree that we plant today." 
Planting of the Apple Tree. 

(c) Memorial Day. 

160 Memorial Day in the Philippines. 

8. Summer. 

5 You look like a soldier, Major. 

6 Playing soldier. 
9 Blindman's buff. 

3 A holiday with Rover by the stream. 
2 The runaways. 

1 Where do you think they are going. 
10 Washday. 

40 Picking red raspberries. 
167 A good type of American home. 
36 Acres and acres of wheat. 
Use again the stereographs of the lands where snow does not fall 
in the winter and where it is summer all the year around, 
(a) Lands where it is always summer. 

19 Snow-capped Popocatapetl, Mexico. 
115 A wooden plow drawn by oxen, Mexico. 

38 Girls gathering sweet potatoes, Philippine Islands. 

39 Planting rice, Philippine Islands. 

49 Date palms, Egypt. 

55 Tapping a rubber tree, Brazil. 

50 A coconut farm, Philippine Islands. 

Bibliography 

All Things Beautiful, by Mrs. C. F. Alexander. 

"All things bright and beautiful." 
A Boy's Song, by James Hogg. 

"Where the pools are bright and deep." 
Seven Times One, by Jean Ingelow. 
"There's no dew left on the daisies and clover." 
Playgrounds, by Lourens Alma Tadema. 
"In summer I am very glad." 



PLANTS AND ANIMALS 

By Anna Botsford Comstock, B. S. 

Professor of Nature Study, Cornell University. Author: "Handbook of Nature 
Study," "The Pet Book," "The Nature Note Book Series." 

ASSISTED BV 

Wm. P. Alexander 

Instructor in Nature Study of the Farm and in Beekeeping, Cornell University. 

PLANTS 
179. THE AGAVE OR CENTURY PLANT 
This beautiful view shows us the agave or century plant growing in 
its native land, Mexico. Many of us have seen this interesting plant 
with its stiff fleshy leaves growing in greenhouses, but to see it bloom 
is a pleasure reserved for those who live or travel in its home country. 
There are many kinds of century plants, but most of them have their 
leaves armed with ugly teeth and a sharp spine at the tip. Some of 
these bloom in the North, but the giants of the family spend their 
floral splendor only in hot countries. These agaves throw up a flower 
stalk that grows very readily till ten to fifteen feet tall and then sends 
out a mass of lovely bell-like blossoms. In Mexico the people obtain 
strong fibres from the leaves, these they make into ropes. Soap is 
also made from the agave and it yields a juice from which a drink 
is prepared called pulque. 

41. APPLES FROM THE STATE OF WASHINGTON 
The northwestern part of the United States is noted for producing 
very perfect and beautiful apples. Notice the apples in crates all 
graded and assorted for the market where they will iDring a high price. 
In order to produce such fruit the trees must be carefully watched and 
tended. They must be pruned and sprayed ; the bark must be kept 
healthy. In the far west water is scarce and so orchards are irrigated. 
The apple belongs to the rose family. Compare an apple blossom 
with a single rose. Cut an apple across between the stem and blossom 
ends and look in the white pulp for the outline of the flower. Green 
apples are hard and disagreeable to the taste. This protects the seeds 
until they have time to ripen. The apple grows mellow and delicious 
as it ripens. Then it is eaten and the seeds are thrown away. This is 
one of Nature's plans to scatter seeds. 

56. BAMBOO 

Sometimes the larger bamboo plants reach a towering height. This 

woody, overgrown member of the grass family has been recorded 120 

feet tall in hot countries where it flourishes and is at home. Clumps of 

bamboo are often very beautiful, especially when the large panicles of 

86 



PLANTS AND ANIMALS 87 

bloom appear. The usefulness of this plant to the human race is 
considerable. Think how well the people of countries where it thrives 
must regard a plant that can be made into waterpipes, cooking utensils, 
bows, arrows, flutes, hats, paper, yes, and bridges and dwellings. All 
of these things and countless others are made from bamboo ; beside, 
the young shoots are eaten and the seeds, too, often stored for food. 
Some kinds of bamboo contain within the hollow joints of their stems 
a sweet juice and this when it dries is known as "Indian Honey" or 
tabasheer. This peculiar substance is much used as a medicine. 

47. BANANA (Plant) 
The banana plant is an herb, that is, it does not grow a hard and 
woody stem like a tree or a shrub. It is a luxuriant plant that may 
reach a height of fifteen feet or more. It grows best in very hot 
countries. At first only the huge leaves appear, one by one ; then an 
interesting thing happens ; up through the hollow tube formed by the 
thick leaf stems, a true fruit stalk begins to grow. It is like one 
plant growing within another. At last the fruit stalk comes out at the 
top, bends over and hangs down as you see it in the picture. On this 
strong stalk, tiny tube-like flowers appear and in time these become 
the fruits. After bearing one big bunch of bananas the plant dies, 
but sends up many little plants from its roots to take its place. 

48. BANANA (Fruit) 
The fruit of the banana plant is very wholesome and many of us 
know it when ripe, but it is a very different fruit indeed when it is 
green. The flesh of the banana while green is rich in a valuable food 
substance called starch and is then not unlike our common potato. 
Later the sun changes its coat from dull green to bright yellow and 
at the same time changes the starch to sugar. In some countries the 
unripe banana is cooked and eaten for the starch, but we eat it mainly 
for its sugar. A meal is made from dried bananas by the natives of 
some countries where the fruit grows abundantly. Not all bananas are 
yellow as you may know. A large, fat-looking banana sometimes seen 
on our markets is red. 

28. BLUEBELLS 
This splendid flowering plant is also called the Virginia cowslip and 
tree lungwort. Bluebells belong to the same family that includes the 
common forget-me-not, and the only plant that should be called a 
cowslip is the English primula or primrose. Bluebells grow a foot 
or two high, and the beautiful funnel-shaped flowers are blue-purple 
rather than pure blue. It grows in thick clumps and great masses in 
open meadows and blooms in May. The buds are pink and a cluster 
of flowers part pink and part blue is a very pretty sight. 

118. CACAO 
The cacao fruit is from a low-growing evergreen tree of tropical 
countries. It hardly ever gets to be a tree exceeding twenty-five feet in 
height. The cacao tree bears large glossy leaves and curious little 



88 PLANTS AND ANIMALS 

flowers that spring right out from the bare bark of the larger limbs and 
the main trunk. After a time the long heavy pods are seen hanging 
where the little flowers grew and that is a very funny sight, for we do 
not usually look for the fruit of a tree on its trunk. Within the great 
pods are the seeds or beans that are being prepared for market in 
this picture by being dried under the sun. Later they will appear on 
the breakfast table of boys and girls in the form of a very delicious 
beverage. 

50. COCONUT 
If it were not for this nut-bearing palm tree, the inhabitants of many 
tropical countries would be without one of the sources of food and 
drink that actually makes certain coasts and islands habitable. The 
flesh of the nut is pleasant and nourishing and when young it is filled 
with a milky substance that is clean and refreshing to drink. The 
people of hot countries also use the dried leaves from the coconut 
palm for making mats and blankets. The husk of the fruit makes 
good fuel and the shell of the nut when cut in half forms a good 
vessel for holding liquids. So you see the coconut palm is valuable. 
Indeed it is a blessing to the people in the countries where it thrives. 

53. COFFEE 

If you carefully examine a roasted coffee bean, you will observe that 
it is not like any garden bean. The so-called coffee bean is really the 
seed of a plant that is not even remotely related to the familiar bean 
family. The coffee plant is a small evergreen tree that is a native of 
some hot country as Arabia or Abyssinia. Its fruit looks like a dark 
red cherry when fully ripe and has two seeds. These seeds are what we 
call coffee beans. The leaves of the coffee tree are very glossy on the 
upper surface and when the fruit is ripening the plant is strikingly 
beautiful as the dots of red show among the shining foliage in the 
warm, bright tropic sunshine of the coffee tree's home. Coffee is now 
planted extensively in South America and in Mexico. 

54. COTTON 

Cotton is a plant belonging to the mallow or familiar hollyhock 
family. You would know that at once if you could but see a cotton 
plant blooming beside a garden hollyhock. Cotton is one of the most 
valuable fibre bearing plants in the world and thus helps to clothe so 
many people and is put to such a variety of economic uses that we 
could get along without it only at the cost of many of our common 
comforts. This fluffy fibre of the wild cotton is of the same use to the 
cotton seed as the fluffy pappus is to the thistle seed or dandelion seed, 
to help it to fly on the wings of the wind to some favorable place for 
planting. The United States grows vast quantities of cotton and this 
view shows us a typical scene in the South when cotton picking comes. 
The picking season extends over many weeks of autumn and early 
winter and gives employment to great numbers of our light hearted 
colored Southern citizens. 



PLANTS AND ANIMALS 89 

7. DAISY FIELD 
The daisy is a lovely, even if common, wild flower and men who give 
scientific names to flowers tell us its name is chrysanthemum leucan- 
theum, which means gold flower, white flower. A pretty name, don't 
you think? Now, if you take a single daisy and examine it, you will 
find that after all it is not a single flower, but a whole bouquet. Care- 
fully pull out a white petal from the daisy, that is a ray-flower quite 
complete even though small. There is a pistil in it and a seed attached 
to the base of it. Do the same with a floret from the center ; that is 
a disc-flower and is more perfect than the ray-flower, for it has stamens, 
pistil and a seed at the base also. There you see many little flowers 
make up a daisy, some of them are gold and some of them are white. 

49. DATE PALM 
What a picturesque tree the date palm really is with its plumy top 
and great masses ot rich clustered fruits ! The tree may reach a 
height of a hundred feet and its fruit clusters weigh more than four 
hundred pounds. As the date is the daily bread of great numbers of 
people in Asia and Africa, we may well believe that they look upon 
this splendid tree with feelings of deep gratitude. The fleshy fruit 
contains but one seed, the pulp is eaten fresh or dried and the seeds 
are roasted and used for making a kind of coflfee. The leaves of the 
date palm are the most graceful of the palm family. It is believed that 
these were the leaves used by the early Christians on Palm Sunday. 
Men who pluck the dates must be expert climbers. By the aid of ropes 
or straps the date pickers are able to mount the straight trunks of this 
tree with amazing ease and sureness of foot. 

44. GRAPE-FRUIT 

The grape-fruit belongs to the orange and lemon family. The tree, 
peculiar among citrus fruits because of its rapid growth, bears in 
clusters of three or more the large yellow fruits in a way to suggest 
a bunch of huge grapes. Hence the name grape-fruit. It is also 
called Pomelo. The tree, like its near relatives, the orange and lemon, 
has dark, glossy, evergreen foliage. Its fruit is familiar to northern 
folk on their breakfast table as a golden yellow subacid globe. It 
may grow as heavy as eight or ten pounds. There is a pear-shaped 
variety called the shaddock, also, that is rarely marketed. 

29. HOW SEEDS ARE CARRIED BY THE WIND 

Nature not only produces seeds with a lavish hand, but as seeds must 
grow into plants in order to be successful Mother Nature has done 
more. She has often devised wonderful contrivances to aid the seed 
in getting into new and distant fields where it may settle down to the 
business of growing. The most interesting device is a little silken 
tuft or parachute called pappus that we often find attached to seeds. 
After the fruit is ripe on some bright, warm autumn day, watch the 
pod of the milkweed or the head of a thistle. They will open up and 
if a gentle dry wind is blowing away goes the seed each with its 



90 PLANTS AND ANIMALS 

tuft of silk wide spread and fluffy. In such manner the seeds may 
be blown but a few feet. More often they are carried great distances 
from the parent plant. Some seeds have wings instead of silk balloons 
and they too are carried by the wind, also maples and pines have 
seeds with wings. 

21. JACK-IX-THE-PULPIT 
This plant, a quite common citizen of the cool damp woods, is also 
known as the Indian turnip. It comes from a solid bulb or corm in the 
ground that will burn the tongue grievously if an attempt is made to 
eat it. Little needles of oxalic acid are the cause of this burning 
sensation and because hot things were considered good for colds, the 
corm of the Indian turnip was formerly gathered by our good grand- 
mothers and dried and ground. It was given to many an unwilling 
patient. The Indians used the turnips for food, but first boiled the 
acid out of them. The starch that remained was eaten without dis- 
comfort and was really quite wholesome and nourishing. The Pulpit 
of Jack is a curious green-purple-white hood, that strangely enough 
is not a flower as most people think, but only a covering for a number 
of tiny flowers that are closely packed around Jack's foot. This 
interesting plant never has more leaves than you see in the picture. 

43. LEMON 
The lemon tree is not so beautiful and shapely as the orange to 
which it is related. It often grows very irregular and has few leaves 
as compared with the orange tree, which forms trim dense heads 
covered with thick masses of rich glossy leaves. The flowers, too, 
suffer by comparison with the orange, for those of the lemon tree are 
not so white and pretty as the star-like orange blossom, neither 
are they as fragrant. The fruit of the lemon tree, like all citrus fruits, 
is a berry. It is shaped differently from the orange and golden 3'ellow 
when real ripe. Lemons for the market are always cut from the tree 
while green and are slowly ripened in sheds. If allowed to turn yellow 
on the tree the fruit is poor in quality and does not keep well. The 
lemon is found wild in India, but is now grown in many warm coun- 
tries including parts of the United States. 

30. MAIZE AND PUMPKINS 
It is very interesting to know that long before the white man came 
to this country some of the North American Indians planted rude 
gardens and grew some plants that furnished them with food. A few 
of these plants are of great importance and we plant them today, but 
it was the Indian who first taught us how to grow them. Two of these 
are the maize or corn and the golden pumpkin. These two plants have 
been grown together for many, many years and we hope that our good 
farmers will always continue to grow them in this way so that the 
children may have the good wholesome corn to eat and pumpkins for 
Thanksgiving pies and for making Jack-o-lanterns. In this view the 
children are making ready for Hallowe'en. What are they doing to the 
pumpkins? 



PLANTS AND ANIMALS 91 

26. OAK SEEDLINGS , 

All around a great oak tree we may find many little oaks starting 
to grow if acorns have been plentiful and conditions are favorable. 
But most of these tiny oaks will never become trees no matter how 
vigorously they sprout. First of all there is not room or soil-food 
enough for all of them and they crowd and starve each other to 
death. Second, the shade of the mother oak may keep the warm 
sunshine away from them and they cannot thrive without it. But many 
birds and animals come to the rescue. Jays, squirrels and other nut 
hiding creatures carry the acorns away, and they do not eat all they 
hide. Thus once in a while one is planted in just the right place, then 
it may sprout and in time grow into a fine oak tree. 

45. OLIVE 

Fleshy fruits having only one seed or pit are called drupes. The 
olive is a drupe, as are the plum, peach and cherry. Olives grow 
on trees that are evergreen. They may reach a height of twenty-five 
or thirty feet and generally are low-branching, the leaves being stlfi 
and bluish-green. The olive tree is a native of Greece and the seacoast 
regions of parts of Asia and Africa, but today it is widely cultivated 
and many olive trees grow in California. The edible fruit has hard, 
thick flesh that is greenish in color as most of us know it, but when 
perfectly ripe it turns black. The tree lives to a great age and trees 
are known today that are over 1,000 years old. From the ripe fruit 
the valuable oil is pressed that is much used and known as olive oil. 

34. ONION 

A plant is said to be related to some other plant if the flowers of 
the one are found to be like the flowers of the other in the way they 
are made. Now this is a simple fact that you must bear in mind or 
the interesting thing that I am going to tell you will sound strange. 
When you see an onion growing you would hardly think of it as 
being a lily and yet that is just what an onion is. The flowers of the 
onion are like the flowers of any other lily and that is why this vege- 
table is placed in the lily family. This fine view shows us a great 
field where these useful vegetables are being prepared for market. 
Now if you think of some lily that you have helped to plant j^ou will 
remember that the part you placed in the ground was called a bulb. 
All of the onions in this field are bulbs; it is the part of the vegetable 
we eat, but if we were to plant an onion bulb, it would grow just as 
the lily did. Though many plants seem to be very different at first, 
if we compare them carefully we often find them very '.nuch alike 
after all. 

42. ORANGE 

The fruit of the orange is a large globe-like berry with eight or 
ten compartments filled with a juicy pulp and may or may not contain 



92 PLANTS AND ANIMALS 



seed. The pulp is inclosed in a tough fragrant rind. Because the 
orange does not look much like the fruits that are familiar to you as 
berries you must not think that it is not one. Mother Nature knows 
how to build in many ways. You know the grape, gooseberry and the 
tomato all look very unlike one another, but all of these are berries 
and the orange is just as truly a berry as the gooseberry, for it is con- 
structed in much the same manner. This picture of fruit and flowers 
on an orange tree both growing side by side is very instructive. That 
is very different from the habit of the apple and pear trees, but it 
is well to remember that the orange grows in hot countries, has ever- 
green leaves and that the fruit clings to the tree so long after ripening 
that the blossoms for the next crop appear before they are removed. 

46. PINEAPPLE 

The pineapple has nothing to do with pines, the familiar evergreen 
trees, and the fruit is not a true apple. But the part of the plant we 
eat does look something like a pine cone and so it is called a pine- 
apple. A pineapple field is a prickly place to walk. The plant, which 
grows about three feet high, was developed in the American tropics, 
but now is grown in many hot countries. In the center of the clump 
of stiff, sword-shaped leaves the fruit appears and a peculiar fruit it is. 
It is made up of a large number of flowers that become pulpy as they 
ripen and grow into a soft consolidated mass. Upon the fruit there 
is a sort of crown and this is composed of stiff prickly leaves also. 
A very large pineapple may weigh as much as twenty pounds. A 
very beautiful and fine cloth may be made from the fibres of the leaves. 

25. PUSSY WILLOW 

What a soft silvery thing the pussy of the pussy willow is! If we 
were to pick one of these catkins apart and examine it with a magni- 
fying glass, we would get a better idea of the true nature of this 
vegetable pussy. It is made up of a great number of the little flowers 
that produce the pollen dust for the willow. From a fur-bordered scale 
we would find arising a forked structure with two plump knobs at the 
ends ; these knobs contain the pollen grains. Down at the base of the 
scale you might find a small cup from which bees take a sweet juice 
called nectar in the early spring. From nectar bees make honey, so 
you see the pussy willow is also a honey plant. In the North we all 
look for the pussy willow as a sign of returning fair weather. 

"Along the frozen brook. 
Eagerly my eyes will look 
For the pussy-willow's coat of velveteen." 

But the willow pussies would be of little use if there were not seed 
catkins on other willow trees to which the bees or wind may bring 
the pollen to help ripen the seeds. How many of you know the seed 
bearing catkins of the willow? 



PLANTS AND ANIMALS 93 

40. RASPBERRIES 

Raspberries are among the most delicious of our fruits, but are so 
perishable they cannot be shipped long distances. There are two kinds, 
the black and the red raspberries. Both kinds grow wild in America 
and were greatly prized by the early settlers, especially before fruit 
trees were planted. 

Wild raspberries are still used, but the cultivated ones are larger 
and of a better flavor. The plants are set in rows and carefully culti- 
vated to keep them free from weeds. The blossoms are very small, 
not at all pretty, but they are rich in honey. A raspberry field in 
blossom will be filled with honey bees. The berries have a very sweet 
odor and bees like them too. 

The bushes or brambles are covered with sharp spines and anyone 
picking berries is apt to get scratched. New shoots spring up from the 
roots. As soon as the berries are gone, the old stems are cut away. 
New bushes bear larger and better fruit than old ones. If they are 
not carefully cut, the berry bushes soon grow into a tangled mass. The 
brambles are long and bend over in a graceful curve. Often the tip 
of a black raspberry bush touches the ground and takes root, making 
a new plant. 

39. RICE 
Rice is one of the grasses. Wheat, barley, oats and other things that 
we use for food are grasses too. What a wonderful family the grass 
family is ! Man could hardly live on the earth without this group of 
plants to furnish him with food. In China, Japan and the Philippine Isl- 
ands the people are almost entirely dependent upon rice. It is easy to 
see that such people must love the rice plant and so they do for they 
best know how much it means to them. They labor with great patience, 
cheerfully and carefully, to see that this plant is properly set out and 
taken care of. This picture shows us how the rice shoots are planted 
by hand. It is very hard work, but the people do it without com- 
plaint. In America we grow much rice, but with less toil than do the 
poor Philippine people who have not learned as we have how to plant 
rice by modern methods. Some varieties of rice grow in water and 
some on dry land; it yields best on low lands which can be flooded. 
Some varieties ripen in three months, while others require six months 
to produce the ripe seed which when husked we call rice. 

55. RUBBER 
Some plants when cut pour out a white milky substance called latex. 
You may see fresh latex if you cut the stem of a common milkweed 
and watch the drops of milk-white fluid drip from the wound. It is 
not sap, for it has nothing to do with feeding the plant that produces 
it. When this very remarkable milk of certain trees is treated in 
various ways, the substance that you know as rubber is obtained from 
it. The milking of the rubber tree must be done with care and under- 
standing. It will yield latex for about three days and then it must be 
given a rest. A rubber tree cannot be milked continually any more 



94 PLANTS AND ANIMALS 

than a cow or a goat can. More than 100 different kinds of plants 
are known that yield latex ; even the dandelion and your garden lettuce 
produce it in small quantities. 

51. SUGAR CANE 
Sugar cane is another of the grass family. It is a tall-growing grass 
that reaches a height of from seven to twelve feet and has a thick juicy 
stem. The sugar cane is peculiar in that it is found only where man 
has planted it today; it is no longer a wild plant. On the stem which 
grows in short sections or joints may be found little buds and if a 
piece of the plant is cut off and set in the soil, it will grow a new- 
sugar cane provided some of the little buds are present. This view 
of a cane plantation shows us how the canes are sorted over for plants 
that may be cut and used for growing a new crop of sugar cane. 
Great care must be taken to select only the part of the stem that 
has the necessary buds or the work of planting will bear no fruit. 
Many plants grow as readily from buds as from seeds. Sugar cane 
is harvested while it is still green and its juice pressed out and from 
this sugar is made. 

24. SUGAR MAPLE 

What boy or girl who has ever tasted it, or helped make it, does 
not love maple sugar ! This fine tree is another of Nature's generous 
gifts to our native country. It is well to remember that the red 
man and even the squirrels knew of the sweet sap that is produced 
long before white men ever reached our shores. Tapping the sugar 
bush is what farmers call the process of drawing the sap from the 
trees. The sap is boiled down until the rich brown sugar appears. 
Snow is still on the ground in March when holes are drilled in the 
trees and the clear fluid begins dropping musically into the tin pans or 
pails placed to catch it. Then comes the boiling and at last the con- 
tents of the kettle are thick enough to give the children the pleasure 
of "sugaring ofif," a part of which consists in dropping some of it 
in the snow till it hardens into maple wax. Nature has but few 
treats in her storehouse equal to this. 

38. SWEET POTATO 
This large fleshy root is called a tuber. The plant that produces 
the sweet potato belongs to the same family of plants that includes 
the well-known morning-glory. Like the morning-glory the sweet 
potato is vine-like and bears the same kind of delicately beautiful, 
tubular flowers. You should not confuse the sweet potato with the 
yam even though many people call it by that name. The yam plant 
bears edible tubers that often grow three feet long, but they are shaped 
differently from the sweet potato and the plant itself belongs to an 
entirely different family. The yam or Chinese potato is a native of the 
Philippine Islands, but this picture teaches us that the sweet potato 
grows there also. The sweet potato is a root tuber, while our common 
potato is a stem tuber. A tuber is a thickened stem or root in which 
plant food is stored below ground. 



PLANTS AND ANIMALS 95 



52. TEA 

The tea plant is a shrub or small tree and it is interesting to know 
that it has been cultivated in China for at least 2,000 years. In that 
country the plant, an evergreen, is bushy and bears pretty w^hite flowers 
and leathery leaves. Now of course the valuable part of the tea plant 
is the foliage. The leaves are gathered and prepared for market 
in a most laborious and painstaking way. Two kinds of tea plants 
are known, but the black and green tea of commerce may be made 
from the same plant. The process of preparing the leaves determines 
the color of the tea we buy and drink. People in our country drink 
their tea with milk and sugar, but in India and China tea would be 
considered unwholesome if these were added. 

33 and 35. TOMATO AND POTATO 

One would hardly think that the familiar garden plant bearing rich 
red pulpy fruits in the air, the tomato, is a close relative to the potato, 
a plant that produces an edible food under the soil in the form of a 
fleshy tuber. Here is another case where the relationship of plants 
can be clearly seen by comparing their flowers, but it is hard to guess 
if we judge by the plants' appearances only. At times, the potato sets 
fruit known as potato seed-balls, and these fruits when ripe look much 
like little yellow tomatoes. Here is another indication of the rela- 
tionship between these two vegetables. The tomato and the potato 
are both natives of South America. It is interesting to know that 
wild potatoes are still growing in "the damp forests near the sea," 
in the land where they first were found. Today we do not think of 
the tomato as unwholesome, but long ago it was looked upon as being 
poisonous and was grown only in flower gardens because of its beauti- 
ful red fruit that no one ever thought of eating. They were called 
"love apples." 

37. VEGETABLE AND GRAIN DISPLAY 

In the fall when the summer work is over and the harvests are 
gathered in, many fairs are held all over our country. Here the people 
bring their best grain, their best pigs, their best cows and fruit and 
vegetables for exhibition. Everybody for miles around comes to the 
fair. They look at and compare the different things and visit with each 
other. Sometimes schools hold fairs to show what the children have 
raised or canned. 

If a farmer wishes the best possible crop, he must sow the best 
seed and till his soil in the best way. At the fair he will see the best 
produce and perhaps hear how it was raised. Look at the wheat, the 
big ears of corn, the big pumpkins and squashes and melons. Prizes 
are given for the biggest and best of each kind. You see a fair is 
a queer sort of school for grown-up men and women. 

After the harvest is all in and the food is stored up for the winter, 
the people of our country celebrate Thanksgiving. When the Pil- 
grims held the first Thanksgiving they had no such harvests as we 



96 PLANTS AND ANIMALS 

have today, yet they were very thankful for what they had. The 
Indians gave the Pilgrims corn and pumpkins and taught them how 
to raise them. 

ANIMALS 

58. CINNAMON BEAR 

This view shows a sight common enough in the Yellowstone National 
Park where bears of several species have become so used to visitors 
that they pose, as this cinnamon bear is doing, for their pictures. The 
cinnamon bear is really a color phase of the common black bear, and 
these are shy, timid animals in nature, difficult to approach and are 
rarely seen wild even where abundant. The e3^esight of bears is 
poor, but their sense of smell and hearing is truly wonderful. When 
they smell or hear a man ever so far away, they carefully steal oflf 
in a noiseless way, for their feet are heavily padded. Bears eat fruit, 
honey, nuts, and small animals. They are fond of ants and will also 
take less wholesome food, as this picture records. The track of the 
cinnamon bear looks like that of a fat little boy. 
59. POLAR BEAR 

This bear is the one that most of us think the handsome example of 
his kind. Strong, clean and attractive the polar bear surely is. His 
long neck, slender head, and white coat are responsible for his good 
looks. These features make him very dififerent from other bears and 
singularly appealing to the eye. Most bears would slip and slide woe- 
fully on the ice that is home to him, but his feet are so well provided 
with fur on the soles that he can walk with ease over slippery sur- 
faces. This great bear is a capital swimmer and often catches fish by 
diving for them. He also kills and eats seal and the great fat walrus 
that he must catch in many stealthy ways. One or two baby polar 
bears are born in a warm den under the snow of the dark arctic 
winter. The mother bear takes care of them until they are nearly as 
large as herself. 

61. THE AMERICAN BEAVER 

Can you see four beavers in this picture? Two are near the shore 
and two are swimming. They will not get wet, for they are covered 
with long, coarse, oily hair which sheds the water. This outer hair is 
brown in color. Under it is a fine soft fur w^hich keeps the beaver 
warm. 

Beavers belong to the same family as rats, mice and squirrels. 
They are called rodents. Rodents are animals with strong, sharp 
front teeth fitted for gnawing. Beavers sometimes cut down small 
trees and plaster them with mud, making a dam across the stream and 
forming a pond in which they build their homes. They have broad 
flat tails which they use in their work much as a mason uses his trowel. 

Their house is built of mud and sticks and is solid from the bottom 
to the surface of the water. Above this solid foundation is a chamber 
which is high and dry and completely covered. Its only door leads 
down into the water. In the winter, when the pond is frozen over, the 



PLANTS AND ANIMALS 97 

beavers live in this chamber and go down into the water in search of 
food which consists of roots, marsh plants and the bark from tree 
branches which they have sunk for this purpose. 

60. BISON 
What American boys or girls can look at the picture of this magnifi- 
cent hoofed mammal without a feeling of pride that this is an animal 
native to their own country? Indeed, great parts of North America 
were once upon a time common pasture for almost countless herds 
of these great cattle. The peaceful grazing bison, or the black masses 
of them stampeding in frightened thousands conjure up pictures that 
no American can think of without a thrill. The bison were large 
but timid animals that wandered over the great western plains, travel- 
ing hundreds of miles in search of food. Now the millions have van- 
ished, and only about four thousand still remain. These are protected 
in the United States and Canada. This picture is of unusual interest, 
for it shows us bison browsing on lands that formerly were its natural 
haunts. 

91. CAT AND MILK 
Cats are fond of milk, but we rarely see one being fed directly from 
the source of supply as this one is. Milk is an excellent food and we 
might examine it for a moment to see what it contains. Besides 
water, whole milk is made of three valuable ingredients, fat, curd, 
and ash. The fat of milk makes fat for the animal, or we make butter 
of it; the curd supplies the muscle of the animal, or we make cheese 
of it; and lastly the ash builds up the bone of the animal. From this 
you see that milk is not a simple substance, but a food containing 
much that animals must have in order to live. Mother Nature intended 
cats to be flesh eaters and they are not particularly interested in what 
milk contains, but nevertheless, they seem to realize that it is an animal 
product and enjoy it quite as much as they do fine fat mice. 

136. BUFFALO TEAM. 
Many Americans, even today, insist upon calling the noble bison, 
that once roamed our country far and wide, a buffalo. The bison 
is not a buffalo and this picture shows plainly how differently one of 
the three species of real buffalo looks from the familiar bison of North 
America. The domesticated animal shown in this view is the Indian 
buffalo. It is now much used in the wet parts of Italy, Spain and 
Turkey. It can travel over a soggy, wet soil easily, and will live on 
coarse marsh grass that other animals will not touch. The skin of this 
buffalo makes good tough leather. The milk of the buffalo is used in 
India also, both for drinking and for making of a soft butter called 
"Ghee." 

138. CAMEL 

Of the different ruminants, or animals that chew the cud, like our 
bison and domestic cattle, the camel is the strangest. Its stomach 
is curiously provided with tiny water pockets that, after the animal 



98 PLANTS AND ANIMALS 

has drunk his fill, furnish him with needed moisture during long, 
torrid journeys in the waterless desert. The hard, dry thorn bushes 
that sometimes grow in the hot sands are eaten by camels, but when 
traveling in the desert a more dependable source of nourishment is the 
humps of stored-up fat that they carry on their backs. The camel 
gives milk that is much used in eastern countries for cheese making. 
It is a useful beast in many ways, but for travel over the hot, loose 
sand of deserts, this animal, with its large spreading feet, is valuable 
beyond estimation to its owner. 

92. CATTLE— JERSEY CALVES 

A considerable number of important breeds of cattle are now found 
in the world, but none are more beautiful and useful than the small, 
highly developed Jerseys. The picture shows us a pair of Jersey calves. 
In many ways they strongly remind us of young deer. The head, 
especially, has the graceful, delicate beauty of a fawn. We call the 
color of a Jersey cow "fawn," so you see the likeness of the calves to 
young deer is helped in that way too. The eyes of the Jersey cattle are 
large, soft and deer-like, and if you could study the living eyes of these 
calves, you would find them very beautiful, I am sure. When these 
calves grow up they will give the rich milk of their breed, a milk so 
rich in butter fat that Jersey cows might well be called butter cows. 
The Jersey cattle were developed in the Island of Jersey ofif the coast 
of France in the English Channel. 

13. CATTLE— HOLSTEINS PLOWING 

This is an unusual sight in our country, but in other parts of the 
world cows and oxen are regularly used for plowing. In China today 
the cow is kept chiefly as a draft animal. In oriental countries milk 
is not much used for food, so the cow is made to take the place of the 
horse in tilling the land. The young cattle that you see in this picture, 
hitched to a plow, are of a valuable breed known as Holsteins. Some 
cows of this breed give enormous quantities of milk and take prizes 
for many fine qualities that men admire in cattle. Holsteins are black 
and white, and the breed originated and developed in Holland. The 
Holsteins are known as "Dutch Cattle." 

137. CATTLE-OX TEAMS, CHILE 

It is not strange to see oxen drawing carts in rural Chile, for oxen 
are used as draft animals in many parts of the world; but the row 
of trees seen in this picture is of great interest, for these trees are 
Lombardy poplars. Now this poplar is a long way from home in South 
America, for it is native to Italy; but even in far away Chile it is 
growing tall and sturdy, much as it does at home. This teaches us a 
fact concerning plants well worth remembering. It is this, they will 
grow in any country provided two things are right for them — soil and 
climate. If these things are not quite right for them, many plants 
will become sickly and finally die. 



PLANTS AND ANIMALS 99 

57. THE CHIPMUNK 
The eastern chipmunk is a handsome and sprightly Httle fellow. 
There are other kinds of chipmunks in the United States, and one 
in the far west is called "the golden," but the common striped elf 
of our eastern states is attractive enough for most boys and girls. 
He is always alert and is an excellent runner and jumper. His natural 
home is a den or hole in the ground, so naturally he stays near it and 
does not climb trees very often. The chipmunk has wonderful pockets 
in his cheeks that he can stuff with nuts and seeds until he looks top- 
heavy. This is the way he carries his winter store of nuts and acorns 
to his den. When a chipmunk digs his hole he removes all the dirt 
far away from the entrance and always keeps his doorway neat and 
clean. 

71. CROCODILES 

This is one of the most formidable reptiles now living. The alligator 
which is nearly related to it, looks much like the crocodile; but 
is somewhat larger and more savage. Alligators are American reptiles, 
and very old specimens may grow to a length of fifteen feet or more. 
They lay dirty-white eggs, burying them in sand and leaving them for 
the sun to hatch. These great monsters are excellent swimmers. They 
do not use their legs in swimming as they are short and weak, but 
their long powerful tails drive them through the water with astonishing 
force. The crocodile may be considered useful where it abounds. It 
keeps down destructive rodents that it feeds upon. Where the 
crocodile is killed off too rapidly, the rodents swarm in vast numbers 
and destroy the crops of cultivated lands 

3. 5, 178. DOGS 

The dog is a domesticated descendant of wolf-like animals, and has 
retained some of the habits of his ancestors to this day. From the 
dawn of history, however, we know that the dog has been man's close 
companion and faithful friend. Dogs like the St. Bernard are creatures 
of high intelligence and reliability as these qualities are measured in 
animals. A boy or girl who has such a dog for a playmate is in safe 
keeping. Dogs love to romp about on their heavily padded feet, and 
delight in digging after rabbits or other burrowing animals. They are 
fond of running with the nose close to the ground and thus getting 
the scent left in footsteps of man or beast that have passed sometime 
before. They often bark and bay while doing so. These actions are 
habits that they have had for thousands of years ; useful habits when 
they were wild, less useful now, but very hard to lose. 

90. ELEPHANT 

This animal is an ungulate or hoofed mammal. It is the largest and 
strongest beast living on land. Its most extraordinary physical prop- 
erty is its trunk and a wonderful and useful organ the trunk is. It is 
partly upper-lip and partly nose. That is curious, is it not? The 
muscles of an elephant's trunk are so numerous that it is no wonder 



100 PLANTS AND ANIMALS 

that it can lift great weights with ease. No less than 50,000 muscles 
are present in this powerful organ and that is a very great number. 
The tusks of the elephant are greatly developed and overgrown teeth 
called in other animals the incisors. Elephants are intelligent animals 
and can be taught to do work with amazing skill. There are two 
kinds of elephants, the Indian and the African. The Indian elephant 
has smaller ears and tusks, but both kinds are useful to man, and will 
labor faithfully for him when caught and properly trained. 

63. FOX 
Mr. Fox is a cunning fellow, but often the well trained foxhound 
proves too much for him. Many are the tricks of the fox to throw the 
hound off his track. He often retraces his own footsteps for a short 
distance, then makes a long sidewise jump, or he may w'alk along the 
top of a rail fence when followed. Again he may bound along beaten 
paths or go round and round in the midst of a herd of cattle where 
his scent will be lost. He runs in circles, crosses streams on logs, and 
tries many devices that show him to be a cunning and resourceful 
animal. Mr. Fox is indeed clever, and in many parts of the country 
is able to hold his own, despite all efforts of dogs and men to catch 
him. 

196. GOAT 
When we think of milk, it is almost always cow's milk that we have 
in mind. But many other animals give rich milk that people drink, 
and make into butter and cheese. Goat's milk makes butter that is not 
so good as the butter made from the milk of cows, but cheese made 
from it is often highly prized. Many children in far away countries 
have never tasted any but goat's milk. It is rich and wholesome, but 
has a peculiar flavor that the bo3^s and girls in the United States would 
hardly care for. It is well to remember, however, that people who keep 
goats and no cows would probably care but little for the milk that we 
like so well. What we like and dislike is largely determined by the 
things we are either very familiar with, or are hardly acquainted with 
at all. The most famous breeds of milch goats have been developed in 
Switzerland. The hair of some goats is used for making cloth and the 
skin makes fine leather. 

67. HIPPOPOTAMUS 
This animal is remarkable for the great size of its body and the 
smallness of its brain. It is really a very stupid animal belonging to 
the group of mammals that have hoofs; but the river horse, as the 
hippopotamus is sometimes called, makes but little use of its hoofs 
because it spends most of its time hiding in the water of large shallow 
rivers. As its nostrils are almost on top of its great, broad snout, 
it can lie nearly concealed under water. That is one reason why so 
dull and inactive an animal has escaped complete destruction. The 
hippo feeds on vegetable food entirely and can eat from five to six 
bushels of green matter at a single meal. To watch a hippo eat is an 
impressive sight, for beside its formidable tusk-like teeth, it has a 



PLANTS AND ANIMALS 101 

mouth of fearful size and capacity. There are two species of hippos, 
both native to Africa. A male hip — in the London Zoo — grew to be 
twelve feet long and weighed four tons. 

98. HORSES 

How many horses does the farmer generally use in the Eastern 
States when he plows? Usually two and his plow turns one furrow. 
This picture shows a man using four horses and you can see his plow 
has two plowshares so that he turns two furrows at the same time. 

Can you imagine what this country would have been without horses? 
For more than 200 years they were the chief means of transportation 
and did much of the farm work. Now they are being replaced by auto- 
mobiles and tractors. 

Horses are grass and grain eaters, so can not live in Arctic climates. 
Draft horses, for work, are heavy, with big broad feet. Their chief char- 
acteristic is strength. Roadsters are lighter in weight with slender 
legs and smaller feet. Their speed is developed. All the horses in 
America originally came from Europe. 

69. KANGAROO 

Some animals have a very safe way of caring for their young. The 
mother has a pocket on the under side of her body into which she 
tucks her very little ones and carries them with her wherever she goes 
until they grow too large for the pouch. Mammals having these skin 
pockets are called marsupials. In America we have only one marsupial, 
the opossum, but in Australia many kinds are found, and of these the 
kangaroo is probably the best known. This is a hopping animal, as its 
powerful hind legs plainly show. Kangaroos can travel amazingly 
fast by hopping or leaping. They are timid animals, but when cornered 
will fight ferociously, striking at their enemies with their strong clawed 
hind feet. Kangaroos make interesting pets and many an Australian 
boy keeps one, much as an American boy keeps a goat or a dog. 

66. LIONS 

Of the great cats, the lion is the largest. Lions do not look much 
like house cats ; but if you will study any cat, it will give you a good 
idea of how a lion is fashioned. Like the domestic cat, the lion has 
claws that can be drawn into sheaths while the eyes, whiskers, teeth 
and tongue are alike in both. They have eyes to see with in the dark, 
whiskers that are feelers, teeth made for tearing flesh and a tongue that 
is very rough and dry. Lions, like cats, also have pads under their 
feet so that they may tread softly, and this picture shows a lioness 
scratching her chin with a paw exactly as you may see a cat scratch 
herself any day. All this should show clearly that lions are merely big 
cats. Lions are native to Africa and Asia, but are now most abundant 
in Africa where their prey, the bufifaloes, zebras, and antelopes are 
numerous. However, lions often attack man, and have made the build- 
ing of railways in certain sections of Africa very dangerous for the 
laborers. Lions hunt by night and rarely attack man by day unless 
wounded. 



102 PLANTS AND ANIMALS 

62. MAMMALS 
Does not the fact seem strange that all the animals shown in this 
picture, including the great whale, may be classed together? They are 
all mammals, for just as the cow feeds her calf with milk for a 
time, so do all of these animals feed and care for their young. Then 
in spite of their dissimilar appearance you see that it is proper to group 
them in this way. The giraffe, zebra, and the rhinoceros from Africa, 
and the elk from America, all have hoofs and are called ungulates. 
The lion from Africa and the tiger from India are flesh eaters called 
carnivora, but the whale is a strange mammal of the ocean and not a 
fish. It is called a cetacean, which simply means a whale. We also 
belong to the mammals, for our mothers feed us milk from their 
breasts when we are babies. 

95. PIGS (Feeding) 
Baby pigs, if they are of a white breed, are the cleanest, rosy-white 
looking little creatures that ever you saw. \\'hen feeding, as we see 
them doing in the picture, they use their pink snouts against their 
mother's body much in the same manner that they will use them to 
"root" with later in their existence. Their little eyes fairly gleam with 
pleasure as they jostle each other while feeding and their squealy 
voices register dire discontent if they happen to be dislodged from the 
source of their food supply. Little pigs are funny fellows and may be 
studied with much profit. Learn all that you can about pigs, how they 
eat, walk, sleep, and regard strangers. You will find these things 
peculiar and interesting, for the pig is naturally an intelligent animal, 

64. PUMA 

This big cat is sometimes called panther, cougar, and mountain lion. 
It is very large and powerful. A full grown male puma may be eight 
feet in length and weigh 150 pounds. Think of a cat like that! It is 
not very dangerous, however, because it wanders about mostly at night 
and is a timid animal. The puma is nevertheless a terrible enemy to 
other wild animals and kills many deer relentlessly. It will also attack 
sheep and young horses if it has the opportunity. A curious thing 
about baby pumas is the fact that they have large dark spots on their 
bodies, and cross stripes on their tails. Later these markings disap- 
pear. 

85. RABBITS 

Rabbits are pretty creatures, with long ears to hear keenly, strong 
fore-legs armed with stout claws to dig, and peculiar long hind legs 
especially adapted for jumping. Beside these features bunny has a 
remarkable split upper lip, powerful teeth for gnawing, and a funny 
little furry pad for a tail. As rabbits live in burrows when wild, 
they will alwaj^s dig holes in the ground if they can. The mother 
rabbit makes a cozy nest for her young, and to make certain that it is 
warm enough, she lines it with soft down plucked from her own 
body. When rabbits are born they cannot open their eyes for some 
time, and are then quite helpless. Rabbits love to romp and play and 



PLANTS AND ANIMALS 103 

it is their habit to sit on their haunches when they wish to look about 
them. It is a good habit, not of much use to domestic rabbits, but 
wild bunnies must ever be on the lookout and they have learned to be 
very cautious. 

141. REINDEER 
The Eskimo, a hunting race in the far North, suffered a great deal 
when the seal and walrus began to get scarce, as these animals were 
their chief dependence for food and oil. Then our government intro- 
duced the Siberian reindeer into parts of Alaska and greatly benefited 
the poor Eskimo people by doing so. The reindeer is well adapted for 
life in very cold countries. It is provided with a double covering ; soft 
warm hair close to its body, over which is spread a coat of thick, 
smooth bristles. Its feet are made for walking on snow, the toes 
spread wide and do not let the animal sink. The reindeer is used for 
drawing sleds, its milk and flesh make excellent food, and its hair 
can be spun into cloth while its hide makes fine leather. You see the 
reindeer is a very valuable animal. The reindeer are native to North 
Europe and Asia. 

68. RHINOCEROS 
This is the one-horned, or Indian rhinoceros, a short-limbed, heavy, 
loose-skinned animal that looks clumsy and slothful ; but when fright- 
ened, this huge beast can run with the speed of a fast running horse. 
The rhinoceros uses its horn much as a pig employs its snout to dig 
up the ground when searching for food. It is a timid animal, but when 
attacked fights fiercely, using its great teeth as weapons. The skin of 
these animals is very thick and tough, yet between the folds are tender 
places where small flies bite them much as the mosquito bites human 
beings. The rhinoceros then goes and wallows in the puddle of thick 
mud which protects it but does not add to the attractiveness of its 
appearance. The animal in this picture is reaching out for food, so you 
may study its mouth and peculiar teeth. It feeds upon grass and 
reeds, and lives in dense jungles and swampy grounds. The African 
rhinoceros is larger than the Indian species, and has two horns, the 
front one being longer and curved backward. 

122. SALMON 
Far away from the ocean the mother salmon lays her eggs in the 
sandy bed of some river. When the eggs hatch the young salmon are 
strange looking little fish. To the body of each is attached a bright 
reddish bag, and the contents of this odd appendage furnish food for 
the little fellow for the first few days of its life. Then it begins feed- 
ing in the regular way and grows very rapidly. As it grows several 
remarkable changes in color take place, till finally it is covered all over 
with fine silvery scales. Then the young salmon becomes discontented 
with fresh water and goes down to the ocean, where it lives for a time 
eating crabs and shrimps and growing fat. It then returns to the river 
a fine plump fish, but the following year back to the ocean it goes 
again. Tt is not a full grown salmon until it has completed two round 



104 PLANTS AND ANIMALS 

trips up and down the river. It is during the journey up the stream 
that the fish are caught as the picture shows. 

93. SHEEP 

There are many breeds of domesticated sheep and our boys and girls 
should know something of their differences and peculiarities. There 
are sheep with horns and wonderfully fine wool such as the Ram- 
bouillet and Merino. Such sheep produce more than 40,000 fibres to 
the square inch of fleece. Other breeds have no horns at all and bear 
wool that is short and not nearly as valuable as that of the Merino. 
Such are the Shropshire, Southdown and Leicester. The Dorset has 
beautiful spiral horns, possessed by both the ram and the ewe. In 
Russia sheep are found that are called Fattails, their tails are actually 
so long and heavy that little wagons are placed under them by the 
shepherds to keep them from dragging on the ground. The tails 
are thought to be a great delicacy as food. All sheep are very sure 
footed and can climb well. The lambs of the different breeds are alike 
in being active, they love to frisk and play. Their sport is merely 
a preparation for the business of getting a living later by much 
muscular exertion. Exercise is as good for the lambs as it is for boys 
and girls. 

123. SHEEP SHEARING 

Sheep ready to have their wool sheared away are often astonishing 
creatures to look at. Sometimes, as in the case of the Blackfaced High- 
lands, the wool reaches the ground and the animal looks like a great 
block of wooliness with a head attached. This view shows us the 
method of taking the "fleece" from the sheep with the old fashioned 
sheep shears. A sheep that has been shorn of its coat is a very sorry 
looking object for a time, most of its bulk and roundness disappear 
with its wool and the poor animal walks around in a manner that 
seems to tell us that it is ashamed of its forlorn appearance. How- 
ever, as sheep are usually sheared in early summer, they are made 
much more comfortable by losing their heavy hot fleece. 

125. SILK WORMS 

An ounce of silk-worm eggs numbers about 40,000 and they are 
laid by a cream-colored moth that has two or three brownish lines 
across her fore wings. It is not a very beautiful moth, but one of the 
most useful insects in the world. Sometimes the poor people who rear 
silk-worms, put the eggs in little bags and hang them from their necks 
so that the heat from their bodies will incubate the eggs. When the 
eggs hatch, 40,000 hungry little silk-worms are ready to start eating. 
They eat steadily for about eight weeks and during that time about 
1,360 pounds of mulberry leaves must be gathered for them. After 
shedding their skin a number of times they finally spin a wonderful 
egg-like cocoon, and from this cocoon, by softening and reeling it off, 
we obtain our beautiful silk. 



PLANTS AND ANIMALS 105 

70. SNAKE CHARMERS AND JUGGLERS 
Monkeys and toys aid the jugglers of India to entertain and amuse, 
but the charming of the deadly cobra de capello is the thing that 
most thrills the public and brings them money. The cruel snake 
charmers carefully prepare the cobras by burning out the poison glands 
of the snakes with hot irons, so you see they are quite harmless even 
though they bite the jugglers sometimes. When a snake charmer 
wishes to exhibit a cobra, he begins playing on an instrument that 
makes loud harsh music. The basket is then opened and the snake 
raises up its head, swells out its body back of its neck and remains 
erect till the music stops. Other snakes beside the cobra are used, 
but the cobra is the most feared and deadly snake of India. 

121. TERMITE'S NEST 

You should note in this picture the strange forest, the curious little 
marsupial held by the tail, and the fine physique of the native hunter 
holding it. These things give us a glimpse of a new and fascinating 
world. But it is the huge mound shown in the view that we would 
like to explore. It is the nest of the white ants or termites. Termites 
are really not ants, but are fierce and destructive insects of a very 
different kind. If we could but look inside the nest we would find 
many chambers and passages swarming with thousands of soldier and 
worker termites. We might also find the great mother or queen termite 
surrounded by many loving and dutiful subjects. Termites attack both 
man and his possessions ; and will eat his books, furniture, and even 
his house if it be made of wood. 

65. ROYAL BENGAL TIGER 

In India these giant cats are classed according to their feeding habits 
as hunting tigers, cattle-eaters, and man-eaters. The hunting tiger is a 
young animal and kills only antelopes, deer, and other wild beasts. 
When tigers grow older their muscular power becomes less and then 
the hunters become cattle stealers. Most terrible of all are the man- 
eaters, always old tigers, but most feared by the natives who try 
every means to destroy them. This picture shows the magnificent head 
and whiskers of the royal Bengal. The whiskers are like little tele- 
graph systems that warn the tiger that the path is too narrow for 
him if they touch objects on both sides when he is hunting in the 
dark. A tiger, like a domestic cat, can pass through any opening 
that his head can go through, and like cats, he hunts chiefly by night. 
Tigers are native to Asia. 

12. GREEN TURTLES 

Green turtles are excellent for food and many people are very fond 
of eating turtle soup. The turtle grows to be a huge animal, often 
four feet long and three feet wide. Such a turtle might weigh more 
than six hundred pounds. As these great creatures live in the sea 
and are powerful swimmers, it requires much skill to capture them. 
They are frequently taken at night when they leave the water to lay 



106 PLANTS AND ANIMALS 

their eggs. A man will run up to one, and with the aid of a pole, 
turn it over on its back. Then the poor turtle is caught indeed, for 
once on its back, owing to its short legs, it cannot right itself. The 
mother turtle lays her eggs in a hole she digs in the sand, they may 
number as many as 200 ; she covers them carefully and leaves them for 
the sun to hatch. 

78. RED-WINGED BLACKBIRD 

Cank-er-ree is his spring song in the marshes where he comes early 
to feed, make music, and teeter on limber twigs or stalks of cat-tail 
with a great effort to show off his fine black coat, and scarlet and 
buff epaulettes. Early spring is the best time to observe the curious 
antics of these social blackbirds. What incessant bowings, and spread- 
ing of glossy wings and tails ! What a liquid chorus of flute-like notes 
and emphatic "cackling" ! The view shows the female as well as the 
male birds, and it should be noted that the females are streaked and 
dingy in color. That is very advantageous for birds that nest in low 
places; it makes it hard for their enemies to see them. That is known 
as protective coloration. 

86. CHICKENS 
Chickens are scratching birds. Their strong legs and well developed 
toes are well fitted for working over the dirt and rubbish of the 
barn yard or garden in which they find many good things to eat. 
Turkeys, partridges, and pheasants do the same thing and they are 
scratching birds also. As chickens do not chew the food they pick up, 
they swallow it whole and it passes down into a muscular mill that 
grinds or chews it for them. This mill is called the gizzard. To help 
the gizzard do its work, chickens must pick up gravel and other sharp 
things. It is sharp, gritty things in the gizzard that cut the food up 
fine. The fowls in this picture are engaged in this very way, working 
over the ground by vigorous scratching and this provides them with 
food and gravel both of which they are always looking for. 

83. FLA^IINGOES. 
This picture is very beautiful and would be even more so if the 
great birds you see in it were rosy-red as they are in life. Think 
of it ! Often many thousands are seen together where they nest and 
feed, then the landscape looks like a vast moving flower garden. A 
great naturalist has described a flight of flamingoes as resembling 
"an enormous pink cloud." (T. R.) Would you not like to see a 
sight like that? These birds spend much of their time wading, and 
in order to get their food must plunge their heads under water. When 
feeding in this fashion, however, they always post sentinels who give 
warning if danger is near. In that way great numbers take their 
dinner in peace and without anxiety. 

75. YOUNG FLICKERS 
If you study this picture carefully you will see plainly the white 
patch above the tail in these young flickers. It is well to remember 



PLANTS AND ANIMALS 107 

that, for it will help identify the old birds in the field also. That 
patch of white always shows when a flicker flies. It is called a flash- 
color. Flash-colors help birds keep together when they fly in flocks, 
especially in the late evening or early morning; at such times only the 
white patch would show to guide the birds flying behind. Young 
flickers when they first leave the nest crawl about the bark of their 
home tree like little mice. Watch a flicker tree, and some day you may 
see this interesting sight. Flickers, unlike other woodpeckers, find much 
of their food on the ground. They are very fond of ants and other 
ground insects. Like the Red-head they often eat acorns, but do not 
store them. 

79. BLUE JAY 
A great English naturalist once said that it would be worth taking 
a trip across the Atlantic Ocean just to see this bird. He was right, 
for the blue jay is a dashing fellow of great beauty, and people who 
like beautiful birds will often go a long distance to see and study 
them. This jay stores acorns and beech nuts like a squirrel and eats 
large numbers of insects which is a good and meritorious habit; but 
sometimes he helps himself to the eggs and young of smaller birds and 
that is a most reprehensible thing for the jay to do. Jays belong to the 
crow family, and you would guess his relationship no doubt if you 
listened to him cry, "Jay-jay, jay-jay," without seeing him, for his 
voice is harsh and he loves to clamor much like his dusky and noisy 
relative, the common crow. 

88. PIGEONS 
Pigeons are peculiar and lovable birds. They have been domesti- 
cated so long that we are apt to forget that they have been developed 
from wild ancestors. The rock pigeon from which all our pretty 
breeds have been derived is still a wild bird. Now we see pigeons 
sitting on the roof, hear them cooing complacently in their cotes, or 
watch them walking about with much head nodding in the street without 
excitement, so familiar have they become in our every-day affairs. 
I am sure that if a flock of wild pigeons were to fly into a street 
before us we would not regard them indiff^erently. The birds shown 
in this picture are pets of the citizens of the city of Venice. You 
may buy little packages of pigeon feed for them from shops in the 
streets of Venice and have the pleasure of having these gentle birds 
come to your feet to enjoy the feast you spread for them. This is a 
good way to treat all birds that are pretty and useful. 

n. RING-NECKED PHEASANT. 
This gorgeous bird is not native to our country, but having been in- 
troduced, is now found wild in many parts of the United States. It 
was brought to our shores as a game bird. Today, the pheasant eggs 
are hatched on game farms and generally have domestic hens for 
foster mothers. After they are old enough, pheasants are placed in 
wild spots and soon lose all trace of their domestic bringing up. The 
wonderful male pheasant is tinted with red, purple, green, yellow, and 



108 PLANTS AND ANIMALS 

black beside having a fine white ring or collar about his neck. His 
showy long tail feathers make him very imposing. These birds are 
shy and when frightened will hide rather than fly, and may utter a 
shrill cry of alarm. 

82. OSTRICH 

Ostrich farms are found not only in this country but also in Aus- 
tralia and Africa. In Africa these giant birds are still wild and 
quite plentiful. An ostrich egg is equal to at least twenty-five hen's 
eggs, the shell is very hard and tough, and native Africans often use 
them for water vessels. Ostriches hatch their eggs much after the 
manner of our domestic poultry, but in the wild condition they "lie 
crouched with the neck flat on the ground" and not held high as this 
picture shows. Crouched on the ground, the ostrich hens are not so 
easily seen by their enemies. This great bird is very wary and when 
adult is rarely captured by wild beasts; but wild-cats and jackals often 
catch and devour the chicks. Ostriches, therefore, are better off on 
farms than they are in wild places. 

81. QUAIL'S NEST 

The eggs in the nest shown in this picture probably hatched in due 
time, and a number of the fluffiest little creatures in all the bird world 
were running about with their deeply concerned mother, Mrs. Bob- 
White. After feeding industriously upon insects, seed, and grain, they 
grew in due time to full-grown Bob-Whites themselves, each with 
a white bib, a fine white streak over the eye, and, if a male bird, with 
a clear sweet voice that whistles his own name over and over when 
the nesting time arrives the following year. Quail are vigilant birds 
and need to be, for they are much hunted and killed in season. The 
practice of killing seed and insect eating birds because they are "game" 
is a bad and culpable thing to do. Quail are among the best of the 
bird friends of the farmer. 

80. ROBIN 
Who does not know and love the robin? He is really a thrush and 
when young is speckled with dark blotches on his breast as a thrush 
should be. Later he gets his brick-red waist-coat, pulls worms, and 
sings the merry carol that northern people like so well. Mr. and Mrs. 
Robin build their nest of grass, straw, rootlets, bits of string and mud. 
The mud is used to plaster the nest and is molded into the proper 
shape by Mrs. Robin in a most entertaining way. She does it by get- 
ting into the nest and turning round and round while the mud is 
soft. Every child should observe a pair of robins building. It is a 
common sight in parts where they nest, but is not often enough 
watched by children who have the opportunity. Keep a robin note-book 
next spring, write down everything you see the robins doing, day by 
day. It will be lots of fun. 

76. THE SONG SPARROW 
The word sparrow means English sparrow to nearly every boy or girl. 
To confuse the several charming sparrows native to this country with 



PLANTS AND ANIMALS 109 

the common little vagrant of the street is a sad mistake indeed. Of 
our own native seed-eating birds, the song sparrow is the best 
liked by all who know him. Look at his breast, it is streaked with 
dark lines and has a blotch near the center. That is the brave little 
song sparrow, most cheerful and tuneful of our northern birds. Dr. 
Henry Van Dyke says he sings: "Sweet, sweet, sweet, very merry 
cheer," and surely his sprightly song does cheer the hearts of all who 
hear him. He comes early, sings long, and stays late. If you do 
not know this bird you should learn to at once, for you will surely 
like him and help to protect him. 

87. TURKEYS 

The turkey is an American bird and we may feel proud of it, for 
so great an American as our Benjamin Franklin liked it so well that 
he thought we should choose it for our national bird. How proud the 
great gobbler is when strutting about with his tail feathers spread fan- 
like, his glossy wings extended downward and the black bristles on his 
breast thrust out in a superior aristocratic manner. His head is cov- 
ered with warty or wrinkled skin that is bluish white, blue and red. 
If he is a bronze bird, his feathers show a metallic luster and a 
wonderful iridescence when he parades in the sunshine. Turkeys still 
show many wild traits and prefer to roost in trees, lay their eggs 
in wild places and wander about the fields for their food. The white 
turkeys shown in this picture are Hollands, but the ancestors of these 
birds came from America. We still have wild turkeys in the southern 
states. 

73. DOWNY WOODPECKER AND CHICKADEE 

Anyone can do what this picture shows, attract wild birds by feeding 
and being kind to them. Suet and sunflower seed will often bring some 
of our winter birds directly to our windows. Downy, the most friendly 
of our woodpeckers, will come in his suit of black and white and 
bright red crown patch and peck happily at the suet provided for him 
in cold, stormy weather. Chickadee, the best natured little chap of the 
bird world, will show you how to open a sunflower right on the win- 
dow ledge, and you will be cheered by his ''saucy note," even as was 
Ralph Waldo Emerson, a very great man who dearly loved this cour- 
ageous little bird that does not fear even the coldest winter weather. 

74. RED-HEADED WOODPECKER 
The colors of this striking woodpecker are red, white and bluish 
black. If the blue were more pronounced he would bear the colors 
of our flag. He is a handsome bird indeed, having a bright scarlet 
head and bib, a pure white breast, while his wings, back, and tail are 
bluish black and white. This woodpecker, like the blue jay, hides beech 
nuts and acorns. He is somewhat noisy and inclined to be quarrelsorne, 
but he has his redeeming habits, among which are his fly catching abili- 
ties. He loves to beat rolling music on some resounding object such as 
a hard dry limb or the wire of a fence. Watch him doing these things 
and you will see that he is a talented fellow indeed. 



no PLANTS AND ANIMALS 

84. SPIDER 
This magnificent orange-yellow and black spider is called Miranda 
by men who study spiders. It is fairly common and quite harmless. 
Spiders are not insects as many people think, but are creatures that 
have eight legs and no wings, while true insects have six legs and 
may have one or two pairs of wings. Miranda builds wonderful 
orb webs that are very perfect and strengthened by the heavy zig-zag 
band of silk that you may see plainly in the picture. Late in summer 
Miranda makes a beautiful vase-like sack of silk and lays many eggs 
in it, then during the winter a whole lot of little spiders hatch out. 
As they have no other food, the strongest eat their little brothers and 
sisters. When spring comes only a few j'oung Mirandas come out of 
the nest, but these are vigorous and strong and ready to net insects 
for food as all good spiders should. 

96. BEE 
The Beekeeper has before him a fascinating sight — an open bee hive 
with the thousands of wonderful little occupants, golden banded honey 
bees. On the frame that he has removed from the brood nest, beside 
the many busy worker bees, he can see possibly some large burly 
drones, bees that gather no honey, and perhaps the marvelous mother 
of the hive that is called the queen. Perhaps the queen has just 
been laying, and he can see numbers of pearly white eggs that she has 
deposited, one in each perfect six-sided cell that the workers build out 
of pure beeswax. The inside of a bee hive in midsummer is an inter- 
esting place to see. There may be as many as 50,000 or 60,000 of these 
highly developed little insects there that know how to gather and store 
the purest sweet in the world, honey. 



WHAT WE EAT AND WEAR 

By Margaret E. Noonan, Ph. D. 

Instructor in Child Psychology and Primary Education, Harris Teachers College, 

St. Louis, Missouri. Joint Author: "A Scale for Measuring Reading in 

the Primary Grades." Author: "Changes in the Abilities of the 

Fifth and Sixth Grade Children over the Vacation Period." 

There is probably no better approach to the study of geogra- 
phy, nature study and hygiene for a child in the primary 
grades than the one that is offered by the study of the food 
which appears daily on his table, and of the clothes which he 
wears. Through this very familiar avenue the teacher may 
lead the child to a complete knowledge of the sources from 
which his food and clothing is obtained, the processes of the 
transformation of raw materials, various methods of trans- 
portation, and other geographical problems. In addition, for 
children in the primary grades, their food and clothes furnish 
unlimited material for the study of the natural world about 
them as well as for the inculcation of hygienic habits with 
regard to the selection, care, and use. 

A teacher may use the classifications suggested in this chap- 
ter in a variety of ways. If, in the lowest grades, she wishes 
to emphasize only the idea that food and clothing are obtained 
from plants and animals, any of the pictures suggested under 
these topics may be used, the number to be limited only by the 
time available. In the higher primary grades, however, where 
she would desire to develop in a specific way, the various parts 
of plants which are useful the entire collection of slides sug- 
gested under this topic might be used. 

It will be an added advantage to the children to see many 
of the slides several times where they are represented under 
new classifications. 

1. WHAT WE EAT 

I. WHERE WE GET OUR FOOD 

A. From Plants 
Plant food is necessary for life. From plants we get starch, sugar, 
some oils, and vegetable salts. 

Ill 



112 WHAT WE EAT AND WEAR 

/. The Root Is Used. 

34 Harvesting onions. The onion belongs to the lily family. The 

bulbs are the true roots. Onions grow in soft rich soil which 
must be kept loose and free from weeds. Onions are supposed 
to be a very healthy food and are eaten raw or cooked. 

35 Digging potatoes. Alore potatoes are eaten than any other vege- 

table. Very many people think they cannot have a meal without 
them. The eyes are buds from which new plants will grow. 
The plants must be hoed and kept free from bugs, then the 
potatoes will form underground. They are not real roots. In 
the fall they are dug and will keep all winter. They can be 
grown in countries where the summer is very short. It takes 
the hard work of very many people to get potatoes. See if you 
can tell all the work that is done in order to give you a potato 
for your dinner. 

38 Girls gathering sweet potatoes. The sweet potato is an important 
food in warm countries. With us it is a pleasant change. The 
sweet potato is a real root and has no eyes. It grows in a warm 
climate. It is not considered so nourishing a food as the com- 
mon potato. 

37 Vegetable and grain display. Turnips are real roots. They are 
good food and can be kept fresh all winter. 

//. Leaves Are Used. 

132 Market, Brussels, Belgium. Cabbages, lettuce, endive, onions and 
other such plants are good foods. They give vegetable salts 
and furnish what is called "roughage." That is, they keep the 
digestive tracts open and healthful. These plants are good raw 
in the form of salads, or they are good cooked. Name all the 
food plants you can see in this view. 
52 Picking tea leaves, Ceylon. People all over the world drink tea, 
but it is not a real food. It is not good for children. 

III. The Fruit Is Used. 

33 Our garden is doing nicely. Tomatoes are good either raw or 
cooked, but they are not a necessary food like bread or potatoes. 
A tomato is really a berry. These children have planted toma- 
toes in the spring. In the summer they hoed and watered 
them. They cut off all the side branches so the strength of the 
plant would go into fruit, and tied the plants to stakes to hold 
them up in the sunshine and air. Now they have plenty of ripe 
fruit. 

40 Picking red raspberries. These berries grow wild in our country, 
but bigger, more juicy berries grow on bushes that are culti- 
vated. The earth is kept loose and free from weeds and the 
old bushes are cut out, leaving only strong young briars. 
These are covered with prickles so people who pick raspberries 
are apt to get scratched. People need to eat fruit, especially in 
summer. 



WHAT WE EAT AND WEAR 113 

41. Picking apples for market. An apple is almost as nutritious as a 
potato. Most of us like to eat them raw, but they are good 
almost any way. If you cut an apple straight across half way 
between the stem and the blossom end, nearly always you will 
find the shape of the flower outlined in the flesh of the apple. 

"An apple a day 

Keeps the doctor away." 

The early settlers planted apple trees and waited for them to 
grow. They had no apples till trees were big enough to bear. 
Imagine a winter with no fresh fruit ! 

42 Navel oranges. These oranges are seedless. Oranges grow on 

trees in warm countries. The fruit is a real berry with a thick 
skin. They usually ripen and are picked in January and Feb- 
ruary so now it is possible for us to have fresh fruit in late 
winter when our own fresh fruit is gone. An orange grove 
must be carefully tended to produce good fruit. 

43 Lemons as they grow. Lemons are among our most valuable 

fruits. Their sharply acid juice makes a most refreshing drink 
in sickness or in hot weather. They grow only where it never 
freezes and swift trains and boats make it possible for us to 
have them. 

44 Grape fruit on trees. Here is another large berry with a thick 

skin. It is very good for us to have this pleasant fresh fruit 
all winter. When you buy a grape fruit, lift it in your hand. 
A good juicy one is heavier than a poor one. 

45 A cluster of olives. American children are used to eating olives 

only as a relish and oil only in salad dressing. In the warm coun- 
tries of Europe and Africa and Asia, olive oil is used in place 
of butter or lard or any other fat. It is used on their tables 
and in cooking, and is a very important part of their food. 

46 A pineapple field. The pineapple is a very fragrant, delicious 

fruit which is easily digested. 

36 Acres and acres of wheat. In America wheat bread is one of 
our chief foods. Wheat makes sweet white bread. 

39 Planting rice. Rice is a grain which grows on a grass plant as 
wheat does. It forms the principal food for millions of people 
in India and China and other eastern countries. Sometimes it 
is their only food. Sometimes a man will eat more than a 
quart of cooked rice at one time. Americans do not live this 
way. Rice can be eaten as a vegetable or ground into flour and 
made into bread. Americans prefer wheat or corn or rye bread. 
Rice should be eaten with meat or fat of some kind. 

2>7 Grains. At this fair are shown heads of wheat, oats, rye, barley 

and corn grains from which bread is made, or which are cooked 

for food. Americans eat mostly white bread made of wheat. 

Rye and barley and oats make dark bread. 

Corn, while it is soft before it is ripe, is eaten as a vegetable. 



114 WHAT WE EAT AND WEAR 

The squashes also are valuable food, rich in vegetable salts. 

Cucumbers have little food value, but make salads and pickles. 

Children should not eat many pickles. ]Melons are delicious 

fruits, but have not great food value. 
53 Picking coffee, Java. Cofifee is a berry which looks somewhat 

like a red cherry. Instead of a single pit, it contains two seeds. 

Coffee is not good for children. 
47, 48 Bananas. Americans use bananas. When they are ripe the 

starch turns into sugar. We eat them when ripe. 

49 Date palm. Every country has its own food. In the dry lands 

of Africa and Asia the date is the most valuable food. It is 
eaten fresh or dried and a handful of dates often makes a meal 
for a person. They are very sweet and very nutritious. 
118 Drying cacao. The cacao tree grows wild in Central and South 
America. Cacao was used by the Indians before white people 
came to America. The beans are roasted and rolled. If part of 
the oil is taken out, we have cocoa. If all the oil is left in, we 
get chocolate. It is very nutritious. In the World War our sol- 
diers carried cakes of chocolate when the}^ went into battle be- 
cause they contain so much food in so little bulk. Chocolate 
and cocoa combined with milk make a good drink. 

50 A coconut farm. In America the coconut comes to us dried and 

shredded and is mostly used in candy and cakes. In the hot 
lands where it grows the white meat is a valuable food, as it 
contains starch and fats, and the milk is a refreshing drink. 

IV. Sap Is Used. 
24 Helping Uncle tap the sugar maples. The Indians taught the 
whites how to make maple syrup and sugar. The first sap in 
the spring is very full of sugar. If this sap is boiled it thickens 
into syrup and then into sugar. If it is stirred it gets lighter. 
The first settlers had no other sugar. 

51 Preparing selected cane stalks for planting. Sugar cane is full 

of sweet sap. The cane is crushed to get all the juice. This is 
then boiled into sugar. At first the sugar is brown and must 
be purified to make it white. Sugar is a necessary food. Some 
children eat too much of it. 

B. Food from Animals 
/. Meat. 

Americans eat more meat than almost any other civilized people. 
Meat gives protein and is supposed to make people strong and warm 
blooded. It should always be cooked. Animals used for food should 
be kept clean and healthy. 

58 Bear feeding in Yellowstone Park. Bear meat is coarser and 

stronger than beef. The early settlers ate a great deal of it. 

59 Polar bear. The Eskimo who kills a polar bear is indeed lucky. 

His family will have meat to eat and the fur will make clothes 
or bedding. 



WHAT WE EAT AND WEAR 115 

60 Bison. Bison meat is as good as beef, very sweet and juicy if the 
animal is young. Vast herds of thousands of bison used to 
roam over the great plains, furnishing a never failing supply 
of meat to the Indians. They are now nearly gone. White 
men with guns killed them for their hides, leaving the meat to 
rot on the ground. 

72 Green turtle. Turtle soup is considered a very great delicacy. 

69 Kangaroo. In Australia the kangaroo meat is very much liked. 
It is sweet and tender. 

85 Rabbits. Americans do not eat so many rabbits as do the French 

and Belgians and other people of Europe. Rabbits are easy to 
raise and it costs very little to keep them so they make very 
cheap meat. In the fall men hunt wild rabbits. 

95 A happy family. Little pigs are often roasted and eaten. 

98 This little pig went to market. When a big pig is killed the 
meat is called pork. The legs are smoked and prepared to be 
sold as ham. The side meat is smoked and sold as bacon. 
The fat is melted into lard. 

91 Cow. Cows are raised for milk and meat. When cattle are made 

into meat, it is called beef. Beef is tender, juicy and sweet 
when not too old. It is one of the best kinds of meat. Ameri- 
cans eat more beef than any other people. 

92 Teaching bossies to drink. Little calves are sold for meat under 

the name of veal. 
93, 94 Sheep. Meat of sheep is called mutton. It is very nutritious. 
141 Reindeer. In far northern countries the reindeer are most useful 

animals. They give milk and meat and their hides are made 

into clothes and rugs. 
89 Buffalo water carrier. In far eastern countries the buffalo takes 

the place of common cattle. The meat is not so good as beef. 
138 Camel. In Africa and Arabia camel meat is sometimes eaten. 

It is very coarse and strong in taste. The milk of camels is 

used, also. 
121 Native Australians hunting. Savage people often get a large 

share of food by hunting. 

86 Chicken ranch in California. Chicken meat is eaten all over the 

world. Millions of chickens are raised in the United States 
each year for their meat and for their eggs. 

87 Turkeys. Turkeys were wild birds when America was discovered 

and have never been completely domesticated. They are the 
favorite meat of Thanksgiving and Christmas. The eggs are 
good to eat. They are much larger than hens' eggs. 

88 Pigeons. Great numbers of pigeons are raised for market. 

Pigeon meat is much like the meat of chickens. There used 
to be millions of wild pigeons in this country, but they have 
all been killed. 
11 Pheasants. These are game birds. Meat of wild birds and ani- 
mals is called game. It is darker than meat of domesticated 
animals and has a wild taste. 



116 WHAT WE EAT AND WEAR 

//. Eggs. 

81 Eggs. These are the eggs of quail, a game bird. Eggs have 
very great food value and millions are eaten every year in the 
United States. Very many kinds of eggs are good to eat, as 
eggs of chickens, of turkeys, of geese, of ducks, of ostriches, of 
turtles and of fish. 

///. Fish. 

122 Salmon caught in the Columbia River. Every year many salmon 
are caught. The flesh is bright pink in color. They are canned 
and shipped all over the world. Fish is good food. It does 
not heat the blood. 

192 Japanese women and children. In Japan very many people live 
almost entirely upon fish and rice. 

IV. Milk. 

91 Milking the cow. Americans would not know how to get along 
without milk. They use it for drinking and for cooking and 
make it into cheese. It is especially good for children. Good 
milk must come from a clean, healthy cow. 
196 Milking the goat. Goats also give good milk. 

97 Machine filling bottles of milk. Milk must be very clean and 
wholesome or it will cause disease. In American cities milk 
is heated to kill all germs. It is put into clean bottles which 
are sealed. It can then be left at the houses safely. The 
top of the bottle should be washed clean before the stopper 
is taken out. 

128 Removing butter from the churn. Butter is the milk fat. \\'hen 

shaken or beaten, it separates from the rest of the milk, and 
we call the collected fat butter. It must be very clean 
or it will cause disease. Churns and milk dishes must be 
washed and scalded every time they are used. Everybody must 
eat some fat to keep in good health. Butter on bread is a very 
pleasant way to eat fat. 

129 Printing, wrapping and packing butter for market. When butter is 

cut into pounds and each piece wrapped in waxed paper, then 
put into a carton, it can be sold in a clean condition. Butter 
absorbs odors and tastes very easily. It must be kept covered 
at home. 

C. Food from Insects 

96 The bee man looking at his bees. Bees gather honey from flow- 
ers. First they make the honey comb, and then fill it with 
honey. If honey stands too long it turns to sugar. Apple 
blossoms, berry blossoms, linden flowers, clover blossoms, 
chestnut and buckwheat flowers make good honey. In ancient 
times it was used instead of sugar. Honey is very wholesome. 



WHAT WE EAT AND WEAR 117 

D. Mineral Foods 

Water is one of the most important articles we have. We cannot 

live without it. It must be clean and pure. 

18 A spring. Water sinks into the ground and is filtered by the 

earth. Then it may come out in a spring of pure water good to 

drink. If men dig or drive pipes down to get underground 

water, they call it a well. Surface water is seldom pure. 

138 Camels on the road to Jerusalem. In dry lands where water is 

scarce, a spring is greatly prized, even if the water is not very 
good. 
106 Water carriers dipping water from the Nile. In Egypt and other 
dry countries water is dipped out of the rivers and sold to the 
people. It is not at all clean. Fortunately sunshine helps to 
kill germs in water. See how they carry jars on their heads. 
Where does your water come from? 

139 A Mexican water carrier. In Mexico, too, water is scarce and is 

carried about to the people. In the United States the people 
pay to have the water brought into their houses in pipes. 
89 Buffalo water carrier, Bombay, India. Water carried in leather 
bags tastes of the leather and is apt not to be pure. Vessels 
for holding or carrying water should be very clean. 

//. Salt 

119 How we get our salt. Salt is a necessary article of food. Even 
wild animals must have it. They get it from springs and licks. 

II. HOW WE GET OUR FOOD 

Every bit of food we eat is made from the work of many people. We 
do not know most of these people, we shall never see them or hear 
of them, and yet we might starve if it were not for them. What do we 
do for other people? 

A. Preparation of the Soil 

13 Plowing. These boys are learning to work. 

116 Riding plows drawn by four horse team. Farmers must plow the 

land and plant the seed for our food. In America they use 
modern machinery for farm work. 
115 Wooden plow drawn by oxen. Plowing is much slower when 
done with old-fashioned tools. 

B. Growing Food 

117 A school garden. Weeds must be taken out so they will not take 

the food needed by the plants. The soil must be loosened to 

let air and water in to the roots. This is done by hoeing. 
33 Tomatoes growing in a garden. Plants must be cared for and 

kept free from bugs and worms. 
42 Navel oranges. These grow on trees that must be trimmed. 

Fires are sometimes built to keep off frost. 



118 WHAT WE EAT AND WEAR 

43 Lemons. The trees must be fertilized and spraj'^ed. 

44 Grape fruit. These trees, too, must be carefully tended. 

45 A cluster of olives. Olive trees receive great care. 

39 Planting rice. The Filipinos plant rice by hand. This is slow, 

hard work. In the United States rice is planted by a machine. 
47 Banana trees. The ground under the trees is carefully cultivated. 

49 Date palms. Dates must be picked and dried by men. 

51 Preparing selected cane stalks for planting. These selected stalks 
will give the next year's crop. The land will be plowed and 
these stalks planted. It takes continual work. 

50 A coconut farm. A coconut tree produces about a hundred nuts 

a year, fifteen or twenty at a time. These must be picked and 
cared for. 

C. Harvesting Food 

40 Picking red raspberries. These berries ripen in mid summer and 

are quickly gone. 

41 Picking apples for market. When the trees are trimmed, scraped 

and sprayed and taken care of in every way, there will be de- 
licious, fragrant apples without spots or worms. 

34 Harvesting onions. The digging and picking up the onions is 

heav3^ tiresome work. 

35 Digging potatoes. On large farms potatoes are dug out by 

machinery. Stooping to pick them up makes people very tired. 

The potatoes you ate today came from fields like this one. 
38 Girls gathering sweet potatoes. These baskets are very heavy. 
37 Vegetable and grain displa3^ All the food stuffs raised must 

be gathered and put away either for food or for seed. 

D. Raising Animals for Food 

95 A happy family. Sometimes boys have pig clubs and learn how 
to raise the best pigs. Every animal must be fed and cared for. 

92 Teaching bossies to drink. On every farm some of the calves 
are raised to give milk. The others are sold as veal. 

86 A chicken farm. All over the world people raise chickens for 

their meat and their eggs. 

87 Feeding the turkeys. Turkeys are very hard to raise because they 

are so nearly wild. The mother turkey does not like to stay 
near the house where her babies would be safe. 

E. Hunting 
121 Native Australians hunting. Savage people seldom have domestic 
animals. They must go hunting to find their meat. 

F. Transportation of Food 
33, 34, 35, etc. First the vegetables must be carried in from the 

fields. 
31 Market day in Quebec. These farmers have brought big sled 

loads of meat and potatoes and other foods from the farms 

into Quebec. 



WHAT WE EAT AND WEAR 119 

48 Loading bananas on cars. Great railroad trains carry the food 
all over the country. Before there were railroads people did 
not get fresh fruits from Florida or California, or fresh ba- 
nanas from Central America. 

143 A passenger train just arriving. The freight cars at the left may 
be full of meat, or fruit or grain. Railroads carry food every- 
where 

156 John Smith trading with the Indians. In the early days of Vir- 
ginia, John Smith sailed up the rivers and brought back corn 
which he got from the Indians. 

148 Along the canal, Rotterdam. Canal traffic is slow, but very safe 

and cheap. 

149 Steamboat leaving landing. Every great steamer carries quan- 

tities of food. There are freight steamers that carry nothing 
else. 
135 Carrying baby in one basket, pig in the other. This is an inter- 
esting way of carrying food. 

G. Buying Food 

132 Market in Brussels, Belgium. The people of Brussels will buy 

all these things and take them home. 

130 An Antwerp milk wagon. This is an old fashioned way of de- 

livering milk. 
134 Milk delivery in Jamaica. Would you like your milk delivered 
in this way? Why? 

133 Bread venders of Naples. Bread uncovered in the street as this 

is will be covered with dust, flies will walk over it and maybe 
people will handle it. 

131 A grocer selling food. This is the best way to offer food for 

sale. The milk is in bottles, the bread is wrapped in waxed 
paper, the rolls are in a glass and the counter and shelves look 
clean. 

H. Preparing Food 

98 "This little pig went to market." Meat must be clean and cooled. 
97 Machine filling bottles with milk. Milk must be sealed in clean 
bottles. 

128 Removing butter from churn. All the dishes used in the making 

of butter must be washed perfectly clean and scalded each time 
they are used. 

129 Printing, wrapping and packing butter for market. Butter wrap- 

ped in waxed paper is clean and sanitary. 

118 Drying cacao in the sun. This is the first step in the preparation 
of chocolate. 

171 Beneath low-thatched roof, Guatemala, C. A. The little girl in 
the foreground is crushing corn to make bread. The surround- 
ings do not look as if the bread would be very clean and 
wholesome. 

101 Making tortillas, San Salvador, C. A. This mother and daughter 



120 WHAT WE EAT AND WEAR 

are crushing corn for bread, too. They look cleaner, but even 
this is not satisfactory. Watch your mother or the baker make 
bread. 

102 Making native bread in Bulgaria. This black bread, rolled into 

thin sheets, will be dried in the hot sun. Is this sanitary? 

103 Baking bread, Syria. Compare this with the oven in your home. 
99 Russian peasants. Crude method of crushing corn. These people 

work very hard. They crush the wheat as you see and then 
make a very dark, coarse bread. In America things are done 
more easily. Tell how your bread is made. 
100 Grinding wheat at native home, Palestine. These people are 
grinding grain in a hand mill. How is grain ground in Amer- 
ica? Visit a mill. 

I. Preservation of Food 

120 Cutting ice with a saw. Very much ice is cut from streams and 

ponds. Also very much ice is made. 
119 How we get our salt. Men and all other animals must have some 

salt in their food. In olden days meat and vegetables were 

salted down for winter. This is still done in some places. Cold 

storage now keeps food without salting. 
170 Indian family at wigwam. Back of the tent is some meat hung 

up to dry. 

J. Serving Food 

113 Making dishes. To serve food properly, there must be dishes. 
They are made of clay, then baked and glazed. You can make 
dishes of your clay. 

104 Children's feast, Jerusalem. This is the way not to eat. In many 

eastern countries knives and forks are not used, and food is 
taken with the hands. It is not a sanitary way. 

105 Filipino family at dinner. These people have nice clean clothes, 

but their table would hardly suit an American family. Why 
not? Notice the dippers in the foreground and the bowls. 
Notice how the table is made. The house has no side walls, 
for they live in a warm country. The roof is woven, then 
covered with palm leaves to shed the rain. Do you notice that 
things are tied together instead of being nailed? Look at the 
floor. Sometimes they have woven mats on the floor. 
11 The tea party. This is the way the Americans like to eat. The 
table cloth and dishes are clean and white. The table is nicely 
set and not crowded with dishes or food. The little girl has 
clean hands and face. Her dress is clean. She sits straight, 
with her feet on the ground. She looks pleasant. People 
should talk pleasantly while they eat. 



WHAT WE EAT AND WEAR 121 

2. WHAT WE WEAR 

A. Plants from Which Clothes Are Made 

54 Gathering cotton on a southern plantation. Most of our clothes 

are made from cotton. The plants must be hoed and kept free 
from weeds. They have lovely blue blossoms and then the 
seeds ripen. The cotton is attached to the seed to help it to fly 
as dandelion seeds do. It is hard work to pick cotton all day 
in the hot sun. 
46 Pineapples. A very fine cloth is made from the fibres of the 
pineapple. It is called pineapple tissue. 

55 Tapping a rubber tree. When a rubber tree is tapped, a milky 

juice runs out. This is not sap. It is called latex. The latex 
is gently heated till it hardens. Then it is sent to the U. S. 
and made into rubber overshoes and coats. Name all your 
clothes which are made of rubber. 

B. Animals Used for Making Clothes 

93 Sheep and lambs in a New England barnyard. Much of our 
warmest clothing is made from the wool of sheep. Look about 
and tell all the woolen cloth you see. Sheep skin makes very 
fine, soft leather for gloves and baby shoes, etc. 

123 Shearing sheep. In the winter the wool grows very thick. In 
summer it would be too warm, so it is cut off in the spring. 
The wool must be cleaned, then spun into yarn and woven into 
cloth to keep us warm in winter. 

125 Silkworms. All the silk you have in any form was first made 
by these little worms. They spun the thread out of their own 
little bodies. Name all the things you wear which are made out 
of silk. 

91 Milking the cow. Skins of cattle are made into leather from 

which our shoes and belts are made. The skins are tanned to 
make them clean and soft, so they can be used. Sometimes 
the bones are made into buttons. Pioneers like Daniel Boone 
wore clothes made of leather. 

92 Teaching bossies to drink. Calf skin is used for making boots 

and shoes. Of what are your shoes made? 
98 "This little pig went to market." Pig skin makes a very strong, 

coarse leather. 
196 Goats. Some goats have very long hair, which is woven into 
cloth. Cashmere is made from the hair of the Cashmere goat. 
Goat skins make good leather, while the skins of kids, as young 
goats are called, make the very finest of leather for gloves and 
the best shoes. 
69 Kangaroos. In Australia much leather is made from the skins 
of kangaroos. This leather is very fine and soft. 



122 WHAT WE EAT AND W^EAR 

138 Camel. The hair of camels is made into cloth and the skin is 
tanned into good leather. 

60 Bison. Bison skins were used by the Indians for making clothes. 

The early settlers used bison skins for bed covers. They called 
them buffalo robes. 

58 Bear feeding in Yellowstone Park. Bearskins are often used for 

warm coats. 

59 Polar bear. Eskimos wear clothes made of the fur of the polar 

bear. Furs are very warm. The snow houses are lined with 
such furs. 

61 Beavers. The beaver has an outside covering of long, coarse 

hair which sheds water. Under this, next to the body, is a 
very fine, soft fur which keeps the beaver warm. Very many 
beaver furs are worn by Americans. 

63 Reynard, the fox. Fox furs are ver^^ valuable. 
141 Reindeer. The reindeer has an outer covering of coarse, shaggy 
hair, under which is a fine, warm fur. Reindeer skins are 
used for clothes by people in cold countries. 

82 Ostriches. Ostrich feathers are used for trimming hats, for 
making fans and other things. 

7Z, 74, 75, 76, 77, 78, 79, 80. Birds. No one should ever trim a 
hat with the feathers of wild birds. Birds eat insects and 
worms which destroy our food plants. Children should pro- 
tect the birds. 

86, 87 Chickens and turkeys. Feathers of domesticated birds are 
made into beautiful trimmings for hats and should be used 
where feathers are desired. 

C. Preparing Material for Clothes 
124 Spinning wheel and reel, Norway. No matter whether we wear 

wool, silk or cotton, the fibre must first be spun into thread. 

In the old days women spun their own wool for clothes. Now 

it is mostly done by machinery. 
184 Greek children. One little girl has a distaff. This is the earliest 

way of spinning or making thread. Take a little cotton or 

wool and twist it, at the same time pulling it out into a thread. 

That is spinning. It is very slow work when done by hand. 
127 Weaving on a hand loom. Cloth is made by weaving threads 

under and over each other. Weaving used to be done by hand, 

but now machinery is used. 
173 Native women embroidering. When the cloth is made it must 

be sewed into clothes. This woman is making the cloth more 

beautiful by her needlework. 
114 Stitching shoes. After hides are made into leather, the parts 

of shoes are cut out and sewed together. In America this is 

all done by machiner}'. American shoes are the best in the 

world. 



WHAT WE EAT AND WEAR 123 



D. Care of Clothes 

172 Washday by the stream. To be clean and wholesome clothes 
must be washed. In many parts of the world the people wash 
their clothes in the streams, pounding them to take out the 
dirt. There is no hot water to kill germs. 
10 Washday for dolly. The best way is to wash clothes in clean 
water in clean tubs. Then put them into boiling water to kill 
germs, then rinse in clean water and hang them out to dry 
in the sunshine and fresh air. Woolen clothes cannot be put 
into hot water. This little girl has watched her mother. 

177 Helping mamma iron the clothes. All over the world little girls 
help their mothers. Do you think this a good way to iron? 

E. Clothes Worn by People in Different Parts of the World 

187 A baby in Zululand. In warm countries babies do not wear 

clothes. This baby is all dressed up in beads. 

199 A New Guinea family. New Guinea is a warm country. The 

baby wears no clothes at all. The big people have skirts of 
grass. They admire their lip ornaments just as some of you 
admire your ear-rings. Look at their pets. They are pleased 
to have their pictures taken. See how their house is tied to- 
gether instead of being nailed. 
145 Savages in their dug-out canoe. Perhaps one of these men is 
the baby's father. They do not wear clothes in their hot 
country. 

200 A child in Samoa. This little child's dress is of grass. She 

likes to wear her pretty beads. She is not a negro. 
198, 177 Filipino children. Some of the poorer Filipino children 

wear only one garment. 
38 Igorrote girls gathering sweet potatoes. The Igorrotes are half 

wild people in the Philippine Islands. These rags can hardly 

be called clothes. The country is very hot. 
189, 190, 191, 192 Japanese children. All the little Japanese children 

wear kimonos. Some are made of lovely silk and some are of 

cotton. Sometimes they are quilted to make them warm. Their 

shoes are really sandals held on by straps over the toes. 
176, 193 Koreans. No matter how rich or poor Koreans may be, 

they always dress in white. 

194 A Chinese toddler. This little Chinaman is very poor. Notice 

his embroidered shoes and stockings. 

195 Chinese children in Olympia, Wash. These little children are all 

dressed up. See their wide silk trousers and their velvet coats 
all trimmed. The caps are lovely, too. They are wearing 
American shoes. Perhaps these little people are American citi- 
zens. 

188 Three little girls of Ceylon. These are poor little girls who live 

in a warm country. They wear very little clothing, but they 
have beads and bracelets. 



124 WHAT WE EAT AND WEAR 

175 Bedouins and their tents. Little Bedouins of the desert wear 

loose robes. They are almost never washed. Water is scarce. 
186 Arab boys at school. These little Arab boys wear loose clothes, 

too. Notice that each one has a turban made of cloth wound 

about his head, or a tight-fitting cap. They do not use much 

water for washing. 
185 Alission school in Bethlehem. These little children have all sorts 

of clothing. You will notice that nearly all have some sort 

of covering on their heads. 
104 The children's feast, Jerusalem. These children look poorly 

dressed, j^et they have elaborate head-dresses. 
100 Russian peasants. Here are the full skirts of the European 

peasants. A kerchief is tied about the head. 
184 Greek children. Notice the embroidery and the long apron. The 

girls are barefooted, yet each one has her head wrapped. 

173 Woman embroidering in the streets of Palermo. Italian children 

are dressed much as we see them in America. 

183 Children of Prague, Bohemia. See the full skirts, the big aprons 
and the fitted jackets. Each girl has a lace cap. Each boy 
wears a cap trimmed with feathers or flowers. Look at all 
the embroidery. This is the national costume and these little 
Bohemians are helping to celebrate their country's freedom. 
It was a great time. 

181, 182 Children of Holland. Little Dutch peasants are always pic- 
turesque. The boys have wide, full trousers and the girls have 
many very full skirts. Every girl, big and little, wears an 
apron. All the girls wear snowy white cap,3, too. Wooden 
shoes do not wear out so fast as leather ones. 

174 Lapland family. Little Lapps dress in furs and woolen clothes 

because their country is so cold. See if you can tell the girls 
from the boys. Their clothes are seldom if ever w^ashed. 
140, 144 Eskimos. Eskimos live in the Far North where it is very 
cold. They dress in thick furs. An Eskimo never washes 
with water, but rubs his skin with melted fat. They would 
rather eat fat meat than candy. Eskimos are very kind to 
each other. 

169 Chief Black Hawk and Green Cloud and family. This fat little 

Indian in his cradle looks comfortable and happy. His mother 
carries him about with her by the rope you see. 

170 Indian family at wigwam. Notice the blanket, the beads and the 

quills and feathers. 
179 Indian children of Mexico. The loose clothes and big straw 
hat are suitable for the hot climate. 

171 Children of Central America. These are Indians, too. 

F. American Clothes 
American children are the best and most comfortabl}^ dressed chil- 
dren in the world. They must take care of their clothes and keep 



WHAT WE EAT AND WEAR 125 

them clean. Keeping clean is just as good work as washing. This 
is one way children can help with the work of the world. Clean 
children are much more attractive and healthy than dirty ones. 
/. In Summer. 

1 Where are they going? These are good play clothes. 

2 The runaways. They are having a good time. When they get 

home they will clean and black their shoes. 

8 "Now we're up and now we're down." All clean little children. 
131 A groceryman selling supplies. Notice how neat and plain the 

clothes of these children are. 
6 Playing soldier. Soldier's clothes must always be in good order. 
151 Traffic policeman. School children should be dressed very simply. 

9 Blind man's buff. Simple little dresses for play. 
//. In Winter. 

14 Making a snow house. Children playing in the snow must be 

warmly dressed. Ears would better be covered. 

15 Sliding. Woolen caps and mittens will keep them warm. 

16 The snow man. Heavy coats and rubber boots keep boys and 

girls warm and dry. 
98 "This little pig went to market." These girls are not afraid of 
cold. 
///. In Spring. 

24 Helping Uncle tap the sugar maple tree. All are dressed in 

winter clothes. 

25 Pussy willows. The first sunny days of spring are still cold. 

13 Jack and Jim plowing. Children should wear coats and shoes 
until it is really warm. 

IV. At Home. 

11 The tea party. A clean little girl with a clean little doll at a 
clean little table. 

17 Merry Christmas. Night clothes must be clean and changed fre- 

quently. 
164 Washington's bedroom. Beds must be changed often. Bed 
clothes should be clean and warm. 

V. Uniforms. 

151 Traffic policeman. Can you tell why policemen wear uniforms? 
154 Soldiers taking health exercises. American soldiers had woolen 

clothes for winter. All over the country women knitted woolen 

socks and sweaters for the soldiers during the World War. 

They had good shoes and warm overcoats. 
160 Decorating the graves of soldiers in the Philippine Islands. The 

uniform worn by our soldiers in warm countries must suit the 

climate. 



TRAVEL AND TRADE 

By Ethel I. Salisbury, M. A. 

Director of Elementary Education, Berkeley, California. 

The necessity for definite educational reconstruction is being 
answered by changed methods and procedures in class rooms 
over the country. Here democratization is given expression by 
shifting of the center of gravity from the teacher to pupils. 
Lectures, questioning and logical organization on the part of 
the teacher are being displaced by projects with pupil leader- 
ship, duties and responsibilities ; in fact, by pupil activity in 
general as a social group. 

To obtain the most successful practice of this philosophy, 
teachers are welcoming every suggestion of material which will 
aid them in effacing themselves and developing the power of 
thought on the part of the pupils, while assuring the latter of 
the knowledge which is necessary for a rich education. Pic- 
tures are indispensable in this connection. They may be used 
in the group solution of a problem to which the teacher needs 
to contribute little more than suggestion or quiet guidance. For 
example, children may become interested in the problem of 
discovering how many ways there are of transporting things. 
The solution of this problem may be derived from examina- 
tion of the pictures by groups of pupils. Work may take the 
form of a contest which will involve social situations requiring 
training quite as essential as facts. In the meantime, pupils 
themselves organize the subject-matter to a particular point. 

Again, the picture may be the basis of a project requiring 
individual effort and study, a program in which a number of 
pictures are presented and each child has an opportunity to tell 
what an intensive study of one picture has enabled him to dis- 
cover. This does not mean that children can derive the full 
value of the picture without guidance from the teacher ; rather, 
that visual instruction is a long step in reducing teacher exposi- 
tion and quizzing and in multiplying pupil curiosity, question- 
ing and initiative which pave the way for the most effective 
learning. 

126 



TRAVEL AND TRADE 127 

It today we were unable to carry things and people from 
place to place we should all be very unhappy. It would mean 
that the fruit and vegetables, grain and other foods would lie in 
the field unharvested while we went hungry in the towns and 
cities ; that the lumber and stone of which our houses are made 
could not be brought from the forest or quarries ; that the 
wool and cotton would remain on the sheep and cotton plant 
while we suffered for lack of clothing; and that dear far- 
away friends could never come to see us. The grocer and 
milkman could not deliver things at our doors ; the fires would 
go out for lack of fuel ; the garbage can would go unemptied ; 
we could visit only our near neighbors to whose homes we 
could walk, if we had no way of carrying things and people 
about. 

But happily in the many years past people have learned how 
to travel even long distances very quickly and easily, taking 
heavy loads with them when necessary. Many years ago this 
was not true. Men and women carried many of the loads 
themselves and traveled very little, indeed. Even today the 
people in some far-away countries still use old-fashioned 
methods of transportation and have never heard of our auto- 
mobiles, railroads, wonderful vessels, and airplanes. 

I. TRANSPORTATION BY LAND 

Probably the first trade was carried on bj' land. People first car- 
ried things, then they found that the animals could help them, and, 
later, that much larger loads could be carried by the help of wheels. 
Later they learned that the wheels could be made to go round with 
power produced by steam and electricity. The earlier methods were 
slow and uncertain. Everybody is in a hurry today and so we have 
learned ways of taking heavy loads for long distances with remarkable 
speed and safety. 

Transportation by land is more expensive than transportation by 
water, for there is more friction and wear and tear on the vehicles 
carrying the load than upon boats which glide through the water. 

134 Milk delivery in Jamaica. One of the earliest methods of carry- 

ing. 
38 Gathering sweet potatoes, P. I. These are heavy loads. Notice 
how the weight comes upon the head and back. 

135 Chinaman with pig and baby, Manchuria. Shoulder yokes are 

often used in Europe. 
179 Indian boy and baby, Mexico. 

139 A Mexican water carrier. Two- wheeled cart and donkey. 
137 Ox teams in Chile. 



128 TRAVEL AND TRADE 

130 A milk wagon with dog team, Antwerp, Belgium. The rough 
road is hard on carts. 

140 An Eskimo dog team and sledge. Wheels are not useful where 

there is deep snow. 

141 Reindeer and sled in Alaska. Such sleds stay on the surface. 

They do not cut into the snow. 
138 Camels on the Jerusalem road, Palestine. Camels are used in dry 
countries. There is also shown a caravan of horses carrying 
packs. 

142 Sioux Indians and ponies. 

Ill Down in a coal mine. A car of coal ready to be taken out. 

143 Passenger train. 

151 Traffic policeman helping children to cross the street. Automo- 
biles. 
150 In the center of a great cit}^ Automobiles and street cars. 

II. TRANSPORTATION BY WATER 
For going short distances and for pleasure the rowboat is popular. 
Among primitive people it is, of course, the only way they have of 
going from land to land. The sailboat was invented after the row- 
boat and brought the power of the wind to help man. It is, however, 
an uncertain means of travel and much slower than the steamboats, 
which plough their way through the water regardless of winds or 
waves. 

144 Eskimos and their kayaks. Eskimos make their boats of skins, 

as they have no wood. 

145 Savages in their dugout canoe, New Guinea. A tree hollowed 

out. The many paddles make it go fast. 
156 John Smith trading with the Indians. A dugout canoe and a 
sailboat side by side. 

148 Boats on the canal, Rotterdam, Holland. 

146 A sailboat in the harbor of Piraeus, Greece. Wind is a cheap 

power. 

147 A crowded ferryboat plying between New York and Jersey City. 

Ferryboats take the place of bridges. 

149 A steamboat leaving landing. Steamboats can go in any direc- 

tion ; against the wind, or the current of the water, 
155 The Santa Maria — flag ship of Christopher Columbus. 

23 The beginning of the Ohio River, Pittsburgh, Pa. Notice the 

steamer and flat boats. Look at the stern propeller. 

III. MEANS OF TRANSPORTATION 
(A) Human Carriers 
Human beings since earliest times have carried burdens on their 
heads, shoulders and backs, or dragged them behind in some sort of 
rude vehicle. Even now in countries where people have not progressed 
we find them still packing things about themselves. 

24 Helping Uncle tap the sugar maple tree. 

40 Picking red raspberries. Lake Shore, N. Y. Such carrying is 
for only short distances. 



TRAVEL AND TRADE 129 

134 Milk delivery in Jamaica. Carrying weights on the head makes 

people very straight. 

51 Preparing selected cane stocks for replanting. 

171 Native Indians at home, San Salvador, C. A., carrying on the 

head. 
106 Water carriers dipping v^rater from the Nile River, Egypt. Jars 

carried on the head. 
38 Girls gathering sweet potatoes, Philippine Islands. The weight 

of the basket is supported by both head and back. 

52 Picking tea leaves, Ceylon. The basket on the back is supported 

by a rope around the head. 

135 Carrying baby in one basket, pig in the other, A shoulder yoke 

must have loads which balance. 
179 Indian boy and baby, Mexico. The weight here comes on the 

shoulders. 
176 A happy family in Korea. All over the East babies are carried 

in this way. 

89 A buffalo water carrier. Notice the bucket. 

(B) Animals 

Until recent years animals did a great deal of the carrying. They 
were enabled to take larger loads for longer distances when their 
masters hitched them to some sort of cart or sled. 

4 Do you want a ride? The goat cannot pull a very heavy load. 

140 Eskimo dog team and sledge. Eskimo dogs can live on meat. 

In cold lands there is not enough vegetation for horses. 
130 A milk wagon, Antwerp, Belgium. A dog does not cost so much 
as a horse and does not eat so much. 

141 Reindeer and sleds, Alaska. Reindeer are used in cold countries. 

They dig moss out from under the snow to eat. 
50 A coconut farm, Philippine Islands. The buffalo is guided by a 
rope through his nose. 

136 Farmer with team of buffaloes, Bulgaria. These yokes are placed 

so the weight comes on the shoulders of the buffaloes. 

137 Ox teams and carts in Chile. Here the yokes are fastened to 

the horns of the animals, so they get all the strain on the 
head and neck. The carts are two wheeled. 
139 A water carrier, Mexico. A donkey. 

138 Camel on the Jerusalem road, Palestine. The camel is used in 

desert lands, because it can go several days without eating 
or drinking. 

142 Indians and ponies. Ponies go very swiftly. 

98 "This little pig went to market." A sled with iron-shod runners, 
drawn by a team of horses. 

90 An elephant in Burma. In southeastern Asia the elephant is a 

faithful servant, commonly used as a beast of burden. 



130 TRAVEL AND TRADE 

(C) Boats 

144 Eskimo and their kayaks. These boats are very light and carry 

heavy loads. They do not last long as the leather rots unless 
dried often. 

145 Savages in a dugout canoe. Such a boat is hard for people who 

have few tools to make. 

146 A sailboat in the harbor at Piraeus. 

148 Boats on the canal, Rotterdam, Netherlands. 

147 A ferryboat between New York and Jersey City. 

149 Steamboat leaving landing. 

23 Thee beginning of the Ohio River, Pittsburgh, Pa. Flatboats 
and steamer. 

(D) Slow and Uncertain Means of Transportation 
Primitive people have only slow and uncertain ways of traveling. 
As people advance they abandon the old ways of traveling. 
135 Chinaman with pig and baby. 

137 Ox team in Chile. Oxen are strong, but very slow. 

146 A sailboat in the harbor of Piraeus. Sailboats can move only 

when the wind is right. 
155 The Santa Maria, the flag ship of Columbus. It took this ship 
weeks to cross the ocean. 

(E) Rapid and Safe Means of Transportation 
Everybody is in a hurry today and so we have learned ways of 
taking heavy loads for long distances with great speed. 
151 A traffic policeman helping children to cross the street. Auto- 
mobiles move very fast. 

150 In the heart of a great city. Street cars and automobiles enable 

people to live far from their work. 
143 A passenger train just arriving. Trains carry immense quanti- 
ties of stuff very quickly. The rails enable the train to move 
more easily. 

149 A steamboat leaving landing. Steam never gets tired. Steam- 

boats carry great loads of people and produce all over the earth. 
(F) Roads 
Roads really connect people. In a new country before roads can 
be made, people travel mostly on the rivers. As we go faster and 
faster about the cities and over the countries, we are learning to im- 
prove our streets and roads. Good roads are of the greatest help to 
travel and trade. 
23 The beginning of the Ohio River, Pittsburgh. The rivers are 
highways for travel. Bridges are necessary for travel by land. 
106 The Nile River. 

148 On the canal, Rotterdam, Holland. 

192 The ocean across which the ships sail. 

138 Camel on the Jerusalem road. 

137 Ox team on country road in Chile. 

150 The center of a great city. Paved streets. 

151 Traffic policeman helping children to cross the street. 



TRAVEL AND TRADE 131 

IV. THINGS TO BE CARRIED 
(A) Food 
If there were no way of carrying good things to eat from places 
where they grow to the people who want them, we should have only 
a few kinds of food on our tables. Today your food comes from all 
over the world. 
24 Helping Uncle tap the sugar maple trees. 

33 Our garden is doing nicely, thank you. 

40 Picking red raspberries in the Lake Shore fruit belt, Hilton, N. Y. 

41 Picking apples for market, State of Washington. 

34 Harvesting onions, truck farming, near Bufifalo, N. Y. 

35 Digging potatoes, truck farming, near Buffalo, N. Y. 

36 Acres and acres of wheat, Washington. 
Zl Vegetable and grain display. 

42 Navel oranges — fruit and blossoms, California. 

44 Grape fruit on the trees. 

45 A cluster of olives, Redlands, Cal. 

43 Lemons as they grow at Lake Worth, Fla., U. S. A. 

46 A pineapple field, Southern Florida, U. S. A. 

38 Girls gathering sweet potatoes, Philippine Islands. 

47 Banana tree, Hawaii. 

48 Loading bananas into cars, Costa Rica, C. A. 

49 Date palm, Alexandria, Egypt, 

52 Picking tea leaves, Ceylon. 

53 Gathering the coffee, Java. 

95 A happy family. 

98 'This little pig went to market." 

91 Milking the cow, Pennsylvania. 

86 A chicken- ranch in California. 

87 Turkeys almost ready for Thanksgiving. 

96 The bee man looking at his bees. 

97 Machine filling bottles with milk, Buffalo. 

129 Printing, wrapping and packing butter for market. 
120 Cutting ice with a saw, Pennsylvania. 

119 How we get our salt, Syracuse, N. Y. 

106 Water carriers dipping water from Nile River, Egypt. 

118 Drying cacao in the sun, Dominica, B. W. I. 

51 Preparing selected cane stocks for planting, St. Kitts, B. W. I. 

50 A coconut farm, Philippine Islands. 

130 An Antwerp milk wagon drawn by a dog team, Belgium. 
192 Japanese women and children. 

(B) Shelter 
The houses we live in, our store buildings, theaters, school houses, 
and many public buildings are made of various materials. Some sec- 
tions of the country have no good building material, but the long 
trains and big ships bring these from far and near to build our shelter. 
110 Granite quarry, Concord, N. H. Lifting great blocks of stone. 
108 In the great lumber yards. State of Washington. 



132 TRAVEL AND TRADE 

109 Molding and drying adobe bricks. 
137 Ox teams and carts in Chile. 
165 Longfellow's home, Cambridge, Mass. 
(C) Clothing 
The warm woolen underwear, the soft cool silks, the dainty cotton 
fabrics, beautiful plumes which we wear, — each comes from a different 
place. They are brought to our homes by many methods of trans- 
portation. 

54 Gathering cotton on a southern plantation. 

55 Tapping a rubber tree in Brazil. 

93 Sheep and lambs in a New England barnyard. 

123 Shearing sheep, Massachusetts. 
82 Ostriches hatching eggs, Florida. 

114 Stitching shoes, Syracuse, N. Y. 

124 Spinning wheel and reel, Norway. 

125 Feeding silk worms with mulberry leaves, Japan. 

126 Unwinding the cocoons, Japan. 

127 Weaving silk in a hand loom, Japan. 

173 Woman embroidering in the street, Palermo, SiciW. 

(D) Fuel 
If there were no way of carrying fuel from place to place, some 
people would freeze. 

Ill Down in a coal mine, Scranton, Pa. 
12 Whose bottle? All this wood was carted here to be split into 
firewood. Then it will be carried into the house. 
(E) People 
If there were not so many comfortable ways of traveling, many of 
us would not know each other. Now there are so many travelers about 
the world that we feel acquainted with far away places in all kinds 
of climates, which necessitates various kinds of modes of travel. 

144 Eskimos and their boats — kayaks. 

145 Savages in their dugout canoe. New Guinea. 

147 A crowded ferryboat plying between New York and Jersey City. 

149 Steamboat leaving landing. 

143 A passenger train just arriving. 

155 The Santa Maria, flagship of Christopher Columbus. 

150 The center of a great city, Cleveland, Ohio. 
176 A happy family in Korea. 

Sometimes we go for the pure pleasure of motion or to get to 
places where we expect to have good times. Much of our fun would 
be spoiled if it were not for the means by which we travel rapidly 
and comfortably. 

4 "Do you want a ride?" 
15 Winter sports — sliding down hill. 

146 Sailboat in the harbor of Piraeus, Greece. 

147 A crowded ferry. 

135 Baby's idea of transportation. 
15 Motoring. 



PRIMITIVE AND MODERN LIFE AND 
HOMES 

By Louise Wilhelmina Mears, Ed. B., A. M. 

Professor of Geography, Milwaukee State Normal School. Author of "The Hills 
of Peru;" "The Story of Nebraska;" "Bulletins on Geography." 

The study of Primitive Life in the primary grades is a 
natural approach to the study of geography. While it is simple, 
it is, if treated rightly, the basis for anthropo-geography in 
which the most advanced student may revel. (See Semple's 
"Influence of Geographic Environment.") It deals with funda- 
mentals — food, clothing, and shelter — and shows the inter- 
relation of man and nature. To illustrate : The American In- 
dian was not following a fanciful, grotesque mode of living. 
He needed the great plains, the rivers, and forests; and the 
swift-footed pony and animal of the steppes served his purpose 
well. He could not have used the ox or water buffalo, the draft 
animal suited to the farmer in Palestine or in the Philippines. 
With the bison he migrated north and south, gathered the wild 
rice in the northern swamps, secured the metals for his tools, 
and the clay for his pipes and pottery. Thus the story of the 
American Indian's response to nature unfolds itself in unmis- 
takable truths— he was still in the hunting stage, migratory, 
using portable shelter and fleet-footed transportation. 

The same inter-relation of man and nature is revealed in the 
study of the Kirghiz on the steppes of Asia, and the people of 
the frozen tundra. Here primitive life does not imply back- 
wardness. It may even mean perfection of adaptation, as wit- 
nessed by the Arctic explorer's tribute to the Eskimos' mode of 
dress and travel. The Kirghiz are master workmen in leather 
and felt made from the skins of their great flocks. They scorn 
agriculture and have well-nigh perfected the pastoral mode of 
living. (See Herbertson's "Man and His Work.") The 
Scotch Highlander, in remote parts of Scotland, belongs to 
another of these self-sufficing groups. His fuel is the peat in 
the bog, his roof the thatch of turf and straw from the moor, 
his food the potato and barley scone, his clothing home-spun 

133 



134 PRIMITIVE AND MODERN LIFE AND HOMES 

sheep's wool, his spoons of horn, and his Hght a resinous pine 
knot or a tallow candle. (See Newbigin's *'Man and His 
Conquest of Nature.") 

Primitive life is not free from complexities. It proceeds 
along the lines of **Why ?" at that period of the child's develop- 
ment when he is asking most questions. 

Why does the Eskimo drive dogs instead of horses? The 
dog can live on flesh food. He can endure the cold, and 
protects man wdth the warmth of his body. 

Why is the kayak made of skins? There is no wood or 
metal. The boat must be very light. The Eskimo knows the 
science of working w4th skins. 

Why should the desert nomad use leather bottles? His 
load must not be heavy or breakable. It can be packed easily 
when empty or filled. Leather is available material. 

Why does the milkman in Cuba or Sicily drive the goats 
from house to house? The milk w^U then be fresh even wdien 
the weather is warm most of the time. 

Why do the poorer people do all their work out of doors in 
southern Italy, in the streets ? Their houses are dark and cool. 
The sunshine of Italy is delightful. 

Why are dog-teams instead of horses used to draw the milk 
wagons in Belgium? The load is light. The dogs are cheaper 
and eat less than horses. St. Bernard dogs are bred in Switz- 
erland. 

Why in some countries do the children engage in the same 
occupations as the grown-ups? W^here the living is hard to 
make, children accompany their parents at labor in the open 
air, and begin to perform small tasks early. Their sports are 
often in imitation of grown people, as in boating, fishing, etc. 

Through the study of Primitive Life we have thus entered 
the field of rational geography, the goal of modern geograph- 
ical instruction. The formal study will profit in the end by 
the ease of understanding and richness of meaning that the 
pupil brings to the subject. 

Dramatization goes hand in hand with this method of study. 
Children dramatize the industries in their games — 'picking 
fruit, weaving, braiding, gathering wild rice, making bread, 
setting up tents, making pottery, and costuming to fit the 
story. 



PRIMITIVE AND MODERN LIFE AND HOMES 135 

The line between primitive and modern life is not always 
sharply drawn. Many industries will always retain certain 
simple ancient steps. Feeding mulberry leaves to the silk 
worm will probably always be a step in silk making, dating 
back to the beginning of the industry. In. connection with the 
study of Primitive Life, the teacher will be asking such 
questions as these ; to link the primitive with the modern : 

How do zve do these things today? 

Why would the primitive man's way of doing things be a 
very poor way today? 

Why do we not depend upon little boats to carry us across 
the rivers? 

Why should not the Indians have kept their hunting 
grounds ? One of our American cities has more people living 
in it than there were Indians in North America. 

Why is milk brought to our door in bottles ? 

Why must we wear more clothing than the children in the 
Philippine Islands? 

Where would you rather be — in a bamboo jungle in Java, a 
tea plantation in Ceylon, or a large apple orchard in Washing- 
ton State? In a bamboo jungle the road is often so over- 
grown that it is hard to find. There are wild animals and 
poisonous insects. In Ceylon the weather is very warm. 
There are often fevers to beware of. If you were a worker 
in a tea grove, you would be classed always with the 
laborers. There is a caste system of society in India. Now 
if you were in the apple orchard in the beautiful State of 
Washington, in this glorious and free America, you would 
enjoy a healthful, mild climate, working not too hard; and 
if you were thrifty, there would be a chance of your some 
day owning an apple orchard. You could change your 
occupation to some other if you so desired. In America 
all men are created free and equal. 

America the Beautiful 
O beautiful for spacious skies, 
For amber waves of grain, 
For purple mountain majesties 
Above the fruited plain ! 

America ! America ! 
God shed his grace on thee 
And crown thy good with brotherhood 
From sea to shining sea. 



136 PRIMITIVE AND MODERN LIFE AND HOMES 

PRIMITIVE LIFE 
I. INDIANS 

170 Indian family at wigwam. They roamed over the great plains 

and forest. They dried their meat. 
142 Indians and ponies. They needed the fleet footed ponies for 

hunting game. The head-dress was made of eagle feathers. 
169 Chief Black Hawk and Green Cloud and family. The wigwam 
was made of poles and skins. It was easily moved. Their 
clothes were trimmed with beads. Notice the baby's dress and 
cradle. Do you think these are savage Indians? 
60 Herds of bison. Indians hunted and killed the bison for meat 

and for the hides. 
87 Turkeys. Turkeys were wild and were hunted by Indians. 
58 Bears. Sometimes Indians killed bears for meat and for the 

skins. 
179 Little Indian boy of Mexico. 
30 Getting ready for Hallowe'en. The Indians raised corn and 

pumpkins. They gave them to the early settlers. 
101 Making tortillas, Salvador. This little girl is an Indian. Notice 
their house made of wood and their way of grinding corn. 

171 A native Indian home in Central America. These Indians live in 

one place. They do not travel about. Do you like their house? 
Would many Americans be contented to live this way? Why? 

II. ESKIMOS 

Eskimos live in cold countries where the ground is covered with 

snow most of the year. 
14 Making a snow house. These children are playing they are Es- 
kimos. Is a snow house warm? Real Eskimos have a long, 
low passageway through which they enter. Why do you think 
they do this? They line their houses with furs. 

140 Eskimo dog and sledge. The Eskimo drives dogs instead of 
horses because the dog can live on flesh food. He can endure 
the cold and protects man by the warmth of his body. 

144 Eskimos and their boats — kayaks. The Eskimo has no wood or 
metal. He makes his boat of skins. It must be very light. 
The Eskimo knows the science of working with skins. He 
dresses in skins. They are scraped and worked until they are 
very soft. The skin boat or kayak must be dried very often 
or else the skin will rot. The whole boat is very light, yet 
very strong. Sometimes a kayak will carry a load weighing 
more than a ton. Notice the snow shoes with which the Es- 
kimo is able to walk over the loose snow. 

HI. LAPLANDERS 

174 A Lapp family at home, Norway. This hut is made of sod. It 
has no windows and only one door. The clothes are fur and 



PRIMITIVE AND MODERN LIFE AND HOMES 137 

wool, because their country is so cold. Of what are the clothes 
made? Why? Do Americans dress this way? 
141 Reindeer and sleds. Lapps and other people in the Far North 
find the reindeer a most useful animal. It draws their sleds, 
they use its milk, eat its flesh, and make clothes out of the skin. 

IV. BEDOUINS AND ARABS 

175 Bedouins and their tent, Palestine. Bedouins live in tents because 
they move from place to place. Water is very scarce. Do these 
children look as if they were well cared for? Compare them 
with American children. 

138 Camel going to Jerusalem. People in the desert have camels, 
because camels can live several days without water. Their feet 
do not sink into the sand. They use the milk and the meat. 
They make cloth of the hair. 

V. SAVAGES 

121 Native Australians hunting. Most savages live by hunting and 
fishing. 

145 Savages in their dugout canoe. These canoes are logs hollowed 
out. So many rowers will make it move very quickl>. Why do 
we wear more clothing? 

199 A New Guinea family and its pets. These people are sitting at 
their front door. The house is made of poles tied together. 
The side is often covered with matting and the roof is thatched. 
The whole house is raised several feet above the ground. These 
people are dressed up. Notice how carefully the hair is twisted 
or curled. They have skirts of dried grass. They love orna- 
ments and wear a great many beads. They think the carved 
pieces in their lips are very beautiful. Do you? 

VT. PIONEER LIFE IN AMERICA 

The first English people who came to America did not live at all as 
we do. First, there were no steamers by which they could make the 
voyage swiftly and safely. They traveled very slowly in sailing ves- 
sels and the voyage was very dangerous. 
155 The Santa Maria, flagship of Christopher Columbus. It was in 

such a ship that our forefathers crossed the Atlantic. 
161, 162 Plymouth Rock. The Pilgrims landed at Plymouth in 
Massachusetts. The land was covered with forests and before 
homes could be made or any crops planted, trees had to be 
chopped down. 
168 Mountaineer's cabin. The first houses were made of logs with 
the cracks filled in with clay. At one end a huge fireplace was 
built of stones picked up. There were no stoves. Everything 
was cooked in the fireplace. There were few windows and 
what they had were very small. Can you think why that was? 
Nearly everybody owned his own home. 



138 PRIMITIVE AND MODERN LIFE AND HOMES 

12 Wood as fuel. These logs will be chopped into firewood. In 
early days Goal and gas and electricity were not known. Everj^- 
body burned wood. They made most of their own furniture, 
too. 

Z2 Winter. Often in winter they were snowed in. Sometimes they 
would not see any of their neighbors for several weeks. 
156 Indians. In Virginia and in New England, too, the Indians gave 
corn to the white settlers to save their lives. The Indians 
taught the whites to girdle trees and plant their corn and po- 
tatoes between. 

24 Maple sugar. The Indians taught our forefathers to tap trees 
and make maple sugar. It was almost impossible to get any 
other kind of sugar in those days. 

96 Honey. Honey largely took the place of sugar and nearly every- 
body kept bees. 
115 Primitive plow drawn by oxen. Their little fields were worked 
with primitive tools. They had no reapers or binders or thresh- 
ing machines. Do you think they planted large fields as we do 
now? Oxen were commonly used as beasts of burden. They 
are slow, but very strong and well suited to pull over the rough 
ground and miserable roads of early days. Oxen never are 
fitted to harness. They are yoked. They throw the whole 
strength of their bodies against the yokes. 

13. Calves. Very often a father gave his boys a pair of calves to 
break or teach to work. This was great fun. 

91 Cow. Every family kept at least one cow and usually more than 
one. The w^omen and girls made butter and they ate a great 
deal of mush and milk and bread and milk. The simple food 
was good for them. 

95 Pigs. Each family had its own pigs, too. They had to watch 
them carefully for bears and wolves liked to eat little pigs. 

98 Pork. In the fall the pigs were killed. The meat was salted 
and most of the early settlers had salt pork all winter. 

93 Sheep. Every family kept sheep, for they could not buy cloth 
but had to make their own. The women had to work very hard 
to keep the family clothed and warm. 

123 Shearing sheep. In the spring the sheep were sheared. The wool 

was washed clean, then carded or combed, until it was soft 
and smooth. 

124 Spinning wheel and reel. The women then spun the wool into 

yarn for weaving into cloth or knitting into stockings and 
mittens. 
127 Loom. Your great grandmothers wove their cloth on just such a 
loom as you see in this picture. Then they colored the cloth 
with the juice of butternut or madder or logwood and made it 
into clothes. All the family had clothes made of the same kind 
of cloth. 
86 Chickens. They had chickens and eggs. 



PRIMITIVE AND MODERN LIFE AND HOMES 139 

18 A spring. They carried their water from some spring, often far 

from the house. 
58 Bears. There were bears in the forests and sometimes they 

caught the pigs and calves. The pioneers killed them and used 

their skins and ate their meat. 
60 Bison. The settlers in the Central Plain also killed bison. They 

called them buffalo. The meat was good and the skins were 

used to make clothes to wear, bed clothes and many other 

things. 
87 Turkeys. There were many wild turkeys. These furnished good 

food for the pioneers. 
63 Fox. Sometimes foxes carried away the chickens. 
41 Apples, At first there were no apple trees. Sometimes the early 

people traveled many miles for a few apples. What a treat an 

apple must have been to a little girl or boy who never saw an 

orange or banana or peach! The early settlers planted apple 

trees everywhere. 
The little pioneer children never went to picture shows or traveled 
on trains or automobiles, but they had many pleasures. 
27, 28 Wild flowers. They played in the woods and knew where to 

find jack-in-the-pulpit and blue bells. 
80 Robins. They watched the robins feeding their babies. 
75 Flickers. They knew all about the nests of flickers. 
73, 74, 76, 78, 79, 81 Wild birds. They knew many wild birds and 

listened to their songs. 
14, 15, 16 Winter. In winter they went sliding. Do 3^ou think they 

looked like these children? Their sleds were home-made. 
142, 169, 170 Indians. Sometimes they saw Indians. Some Indians 

were friendly to the early settlers and tried to help them. Other 

Indians tried to drive them away and even killed the whites. 

MODERN LIFE IN AMERICA 

These pioneers worked hard. They laid the foundation for our life 
of today. They changed the country from wild to cultivated land. 
The people who came after them had easier times. They were able 
to make better houses and homes. They made public schools for their 
children. They built towns and mills and the towns grew into cities. 
They made many inventions. They used their heads as well as their 
hands. 

163 Mt. Vernon, Washington's home. In the South were many 
homes of this kind. These men were good farmers, and at 
the same time they worked for their country. 

165 Longfellow's home. This is an old colonial house in the North. 

166 Whittier's home. An old farm-house in the North. The people 

on these farms worked hard. They had few tools with which 
to work. 
116 Riding plow. By inventing machinery we are able to do much 
more work. Americans have always used their brains to help 
their work. 



140 PRIMITIVE AND MODERN LIFE AND HOMES 

36 Acres and acres uf wheat. Reaping machines make work better 

and easier. 
41, 111, 114, 116, 12U, 122, 123, 128, 129, 131. All these show big 

Americans at work in modern ways. 
24, 33, 34, 35, 40, 167 All these view^s show little Americans at work. 

150 The heart of a great city. Very many people now live in cities. 

Think of all the city does for you. Do you help to keep the 
city clean? 

151 A traffic policeman helping children to cross the street. Police- 

men keep us and our property safe. 

131 A grocery. People buy at a store instead of raising their own 
food as they used to do. Where does the food come from? 

153 Children taking exercise. People have homes in these high 
buildings. 

123, 167, 168 Three American homes. Which kind do you prefer? 

150 Automobiles; 151 street cars; 143 railroad trains; 149 steam- 
boats. In our modern life we travel quickly and comfortably. 
We get our food from all over the earth instead of raising it 
ourselves. 

HOMES— PRIMITIVE AND MODERN 

169, 170 Indians. Indian family at wigwam. 

171, 101 Indian homes. Houses of Indians in Central America. They 
are made of poles and interwoven branches, roofed with thatch. 

174 Primitive Lapp hut. Lapp family and their sod hut. There are 

no windows, and only one door. 

175 Bedouins and their tents. People who move from place to place 

must live in tents. 

176 A happy family in thatched hut, Korea. The lower part of the 

house is made of stones. The roof is of thatch. 

194 A Chinese toddler. This baby lives in a very poor home. 

195 Chinese children in Olympia, Wash. Many Chinese in America 

live in poor wooden houses. 
198 Filipino at play. The pla3^house is just like the large houses. 

They are made of grass and covered with grass. They are 

high from the ground. 
181 Homes in Holland. Holland people keep their homes very clean. 
130 Dog team, Antwerp, Belgium. Little brick houses. In Europe 

houses are seldom made of wood. 
189 Homes in Japan. Japanese houses are usually made of wood. 
168 As in pioneer days. A log house, the cracks filled with mud. 
153 Some city homes in America. Many city people are crowded 

into high buildings with no yards and very little light or air. 

13 An American country home. Such houses are light and airy, 

123 A farm house and barns. People in the country have plenty of 

sunshine and fresh air. The trees and fields are lovel}'. 
166 Home of the Poet W^hittier in the country. 
165 Home of the Poet Longfellow in the city. 



PRIMITIVE AND MODERN LIFE AND HOMES 141 

163 Mt. Vernon, the home of Washington. Washington loved his 

home and worked hard to make it what he wanted. 
167 A good type of American home. Americans have the best homes 

in the world. What can children do for their homes? 
38, 39 Filipino homes. In the background are the homes where these 

people live. They are made of grass. 
145 A dugout canoe. Across the water may be seen the grass huts 

of these savages. 

INDUSTRIES— PRIMITIVE AND MODERN 

115 Wooden plow drawn by oxen, Mexico. Only a small piece of 

land can be plowed in this way. 

116 Plowing with four horse plow in the United States. Modern 

machinery enables men to do more work, better and more 
quickly. 
39 Planting rice. All the work is done by hand. It is a very 
slow, tiresome way. In the United States rice is planted by 
machinery. 

134 Milk delivery in Jamaica. This is a very primitive method of 
selling milk. 

130 An Antwerp milk wagon. The milk is poured out to the cus- 
tomer while standing in the street. 
97 Machine filling bottles with milk. These sealed bottles will be 
delivered to the customers. Which is the better way? 

128, 129 Butter making. All butter factories are inspected by the 

government. They must be very clean, 
99 Russian peasants. They are grinding grain for bread. 

100 Grinding wheat at native home, Palestine. Hand mills like these 
have been in use for thousands of years. 

101, 171 Making tortillas, Central America. Indians rolled their corn 
in this way and made bread before Columbus discovered Amer- 
ica. 

102 Making native bread in the streets, Bulgaria. After this bread 

is made it will be dried in the sun. 

103 Baking bread in Syria. Very little fire will cook these thin 

wafers. Compare this with the way your bread is baked. 
106 Water carriers, Egypt. For thousands of years the people of 

Egypt have dipped up the river water for drinking. 
184 Greek children. The distaff is the earliest way of spinning. 
124 Spinning wheel and reel, Norway. This is the way our ancestors 

worked. Our spinning is done by machinery. 
127 Weaving silk in a hand loom. Weaving by hand has almost 

disappeared in America. 

TRANSPORTATION— PRIMITIVE AND MODERN 

Land 

176, 179, 192, 193 Babies and other burdens are carried on the back. 
This was the earliest method of transportation used by man. 



142 PRIMITIVE AND MODERN LIFE AND HOMES 

38 Girls gathering sweet potatoes. These girls carry the baskets 
on their backs. The band about the head helps to sustain 
the load. 

135 Carrying. A yoke on the shoulder helps to carry a load. The 
two baskets must bakui^e. The people of Europe use just such 
yokes. 

134 Milk delivery in Jamaica. In many countries burdens are carried 
on the head. It makes the people walk well. 
Now, let us see how animals have been used for transportation. 

141 Reindeer and sleds. In cold countries transportation is very dif- 
ficult. Reindeer have feet fitted to travel over snow and they 
can live upon mosses which they find under the snow. 

140 Dog team and sledge. These dogs are covered with a thick 
furry coat and they live on flesh and do not need vegetable 
food. 

130 Dogs. In many countries of Europe dogs are trained to draw- 
carts. 

138 Camel. The camel is indispensable for use in the desert. 

89, 136 BuflFalo. In the East the bufifalo is the common beast of 
burden. Notice the primitive cart. 

139 Donkey. The donkey is the common cart animal in many places. 
137 Oxen. Oxen are used v.'here great strength is necessary and 

there is no hurry. 
116 Plowing in the United States. In the United States for many 
years horses did most of the work of transportation. They 
get tired and cannot go very fast or far. 

143 Steam cars. The steam cars never get tired. They cross moun- 

tains and deserts. 

150 Street cars. Street cars are necessary in a great city. They are 

usually run by electricity. 

151 Automobiles. The automobile has largely taken the place of the 

horse or ox. Gasoline is used in most automobiles. 
Water 

144 Eskimo boat. The kayak, made of skins, is a primitive boat, but 

a very effective one. 

145 Canoe. This canoe is the trunk of a tree hollowed out. It is 

light, moves sv/iftly and is capable of carrying a very heavy 
load. 

146. 155, 156 Sailboats. The first white people came to America in 

sailing vessels. Such traveling is slow and not at all safe. 
148 On the canal, Holland. Canals furnish cheap and safe trans- 
portation. 

147, 149, 161 Today the steamboat moves swiftl}^ and safely. Trans- 
portation li}^ steamboat is cheaper than by railroad. 



THE CHILD AS A CITIZEN 

By Miss Anna Brochhausen 

District Superintendent, Indianapolis, Ind. 

The aim of this chapter is to help the child realize that he 
is a member of several social groups, from each of which he 
receives benefits, and to each of which, therefore, he owes a 
responsibility and an allegiance. He must learn that only in 
so far as he performs his just share of the duties is he a real 
member of the organization. 

All civics begin with the home. The home, too, is the first 
organization in which the child feels that he has a part. Con- 
sequently, the home, with the duties and responsibilities of 
each member as a return for the privileges enjoyed there, may 
be made the subject of consideration in the first grade. What 
do parents do for children? How can children show their 
gratitude? What does each member of the household do to 
serve the whole? How is love best expressed, in words or in 
service ? 

Before the child entered school he realized that the home is 
not an isolated establishment. The grocer, the milkman, and 
other members of the business world called at his home. The 
child knows that each performs some service for him. What 
then is his reciprocal duty toward them? He has seen the 
postman every day. Who sends him to us? What does he do 
for us? How can we help to make his work lighter? Who 
takes care of the garbage? Why? What is our responsi- 
bility toward each of these departments? These topics of the 
interrelation of the home with the outside world are within 
the comprehension of children in the second grade. 

When the child enters school, he experiences that certain 
rules of the home have a wider application. Here, again, 
respect for the rights of others brings about greater harmony ; 
a sense of joy accompanies the right kind of obedience, service, 
thoughtfulness. He meets other children and knows that in a 
sense they are all his neighbors ; that what one does to improve 
the neighborhood, somehow helps every other home in that 

143 



144 . THE CHILD AS A CITIZEN 

district. He learns about his city and his relation to it. He 
feels the necessity for more rules on the playground and in 
crowds than were needed in the home. He appreciates the 
unfairness of not observing rules in games. These are some of 
the topics to be discussed with children in the third grade. 

By the time children finish the third grade, they have heard 
stories of American history and, if they have been wisely 
taught, they feel a love for a place bigger than home, neigh- 
borhood, city — a place called America, They know that 
America, too, is home. And as in the home there are duties to 
perform for benefits received, so here again a certain respon- 
sibility is theirs. Even as children they can do their part in 
obeying the law, in caring for public property as they should 
care for their own. They can be led to see that as they make 
their community a better place in which to live, they are 
serving their country. Only in so far as they do this are they 
good citizens. In addition, they have heard stories of other 
lands, and through their experience in buying, they know that 
there is a commercial interrelation betw^een men. They have 
all felt that the war in Europe has made a difference to us 
here. What shall be the relation in the future? Children 
today must be trained to think internationally. 

Throughout all the primary grades some American ideals 
and standards can be presented. Even little children appre- 
ciate quick action, cheerfulness, ingenuity, determination, hos- 
pitality, kindness. They also comprehend very early American 
standards of home life and the consideration shown women 
and children. 

Four thoughts should be kept in mind as fundamental to this 
teaching of citizenship. First, that only through law, order, 
and service is progress possible. Second, the home and its sur- 
roundings are intimately connected with every civic interest. 
Third, the relation existing between the individual and society 
is a reciprocal one. Since the individual enjoys privileges and 
benefits as a citizen, he owes service and allegiance to all 
authorized government and in addition a sincere effort to fur- 
ther every progressive movement. Fourth, as an American 
he should do all in his power to establish the standards and 
ideals for which America stands. 

Although stories and discussions will help make these ideals 



THE CHILD AS A CITIZEN 145 

clear, words do not speak as plainly to children as do pictures. 
The statement accompanying each picture attempts to empha- 
size some civic principle. 

The grouping of the pictures is only suggestive. The teacher 
should rearrange them to illustrate whatever project she may 
be studying with her school. 

HOME RELATIONS 

I. HOW PARENTS SHOW THEIR PRIDE AND THEIR LOVE 
FOR THEIR CHILDREN 

Note what the mother or father in each picture is doing. 

135 Carrying baby in one basket, pig in the other. This father is 
carrying his baby to a safe place. 

101 Making tortillas, Salvador, C. A. Mothers all over the world 

prepare food so the children will be well and strong. What 
are tortillas? 
173 Women embroidering in the street, Palermo, Italy. Why do 
mothers like to make pretty things for their children? 

102 Making native bread in the street, Bulgaria. Is this the way 

your bread is made? 

103 Baking bread, Syria. The whole family is interested in the work, 
99 Russian peasants — crude method of crushing grain by hand. Is 

your flour made this way? 
169 Chief Black Hawk and Green Cloud and family. This Indian 

mother loves her baby very dearly. 
100 Grinding wheat at native home, Palestine. Do you think these 

people love the baby? Which one is his mother? Why do 

you think so? 
192 Japanese women and their children. Does your mother carry her 

babies this way? 

194 A Chinese toddler in Manchuria. Why are this father and mother 

proud of their baby? 

195 Chinese children in Olympia, Wash. This mother takes good 

care of her children. 

104 The children's feast, Jerusalem, Palestine. Who prepared the 

feast? 
187 A baby of Zululand, South Africa. Who put the ornaments on 
this baby? Why? 

II. HOW SOME CHILDREN HELP THEIR PARENTS 

179 Indian boy and baby of Toluca, Mexico. Do you help to take 
care of your sister or brother, especially when mother is tired? 
Do you carry the baby this way? 
12 Whose bottle? This little girl was to take care of baby. Do 
you think she is doing it? 

10 



146 THE CHILD AS A CITIZEN 

17 Merry Christmas. Find something on the tree which the chil- 
dren made for it. 
131 A merchant. Children can do errands. 
181 In the land of wooden shoes, Holland. Children of Holland are 

taught to work. They are industrious and thrifty. 
191 Japanese school children leave their shoes out of doors. What 

can you do to help keep the floor clean? 
35 Digging potatoes. It is good to help father get in his potatoes. 
85 "Isn't our stock looking fine?" How much money do you think 
these children have earned raising rabbits? 

185 Mission school in Bethlehem. The children will teach their 

parents some of the things they learn at school. 

186 Arabic school children learning the Koran. Why would not this 

be a good way to keep school in America? 
190 "Have you learned to read?" Japanese children. Parents are 

happy when their children study. 
40 Picking red raspberries, Hilton, N. Y. Notice how small some 

of the children are who help. 
172 Washday by the stream — helping mother, Madeira Islands. 
177 Helping mamma iron the clothes, Philippine Islands. All over 

the world little girls help their mothers. 

HI. SOME AMERICAN HOMES 

168 A mountaineer's cabin. The first houses in America all were of 
logs. Can you tell why? Nearly every American owned his 
own home. Do you think that is good for a country? 

163 Mt. Vernon, George Washington's home. Washington worked 

very hard to make his home good and keep it so. He kept 
track of it all the time he was in the army and while he was 
President. He made maps of his fields and studied what was 
best to do. He planted some of the trees you see. 

164 Washington's bedroom. 

166 Whittier's home. A farm home in the North. It is well cared 

for. 
13 Jim and Jack plowing. Jim and Jack live in this house. They 
have broad fields to play in. 
153 School boys taking health exercises, New York City. Many fam- 
ilies live in these high buildings. Where do the children play? 
11 The tea party; ,17 Merry Christmas. Children having good times 

at home. 
8 "Now we're up and now we're down"; 9 Blind man's buff; 10 
Washday. Having a good time in a home yard. 

167 A typical American home. What do you do to make your home 

look nice? 

IV. SOME HOMES OF OTHER PEOPLE 

Compare them with American homes. Which do you like better, 
yours or theirs? How will you show your parents that you like your 
home ? 



THE CHILD AS A CITIZEN 147 

200 A child at home in Samoa. Could you live in a home like this 

in your country? 
198 Filipino children at play. This little playhouse is just like the 

big houses. It is made of grass. The roof is of grass or palm 

leaves. Would it do for your country? Why? 
105 Filipino family at dinner. The dinner table does not look very 

nice. 

174 Lapp family at home, Lapland, Norway. Is this house light and 

airy? Is it warm? 
171 Thatch-roofed cottage in Guatemala, C. A. This h.ouse is made 

of poles. It does not look very clean. 
170 Indian family at wigwam. A wigwam can ])c moved easily to 

another place. 
169 Chief Black Hawk and Green Cloud and family. The wigwam 

is lined with warm furs. 

175 Bedouins and their tent, Palestine. These people have tents in- 

stead of houses because they travel about and do not live in 
one place. 

176 A happy family in thatched hut of a Korean peasant. What is 

thatch? 

V. LABOR— CO-OPERATION 

Millions of people work to give 3^ou the things you need. What do 
3^ou do to help them? How do you take care of your things? 

A. How Men Work to Feed Us 

122 Salmon caught in the Columbia River, Washington. How does 
salmon reach you? 

86 A chicken ranch in California. 

87 Turkeys — almost ready for Thanksgiving. 
118 Drying cacao in the sun, B. W. I. 

51 Preparing selected cane stalks for planting. What is made from 

cane ? 
72 Shipping green turtle. Key West, Fla. 
50 A coconut farm, Philippine Islands. 

44 Grape fruit on the trees. Trees need great care. 

46 A pineapple field, in Southern Florida. 

47 Banana tree, Hawaii. Notice how the bunches grow. 

48 Loading bananas into cars, Costa Rica. 

49 Date palms, Alexandria, Egypt. See the man climbing the tree. 
38 Girls gathering sv/eet potatoes, Philippine Islands. How do they 

carry the heavy baskets? 

45 A cluster of olives, Redlands, California. 

42 Navel oranges — fruit and blossoms, California. 
95 A happy family. 

98 "This pig went to market." Meat must be prepared for food. 
86 A chicken ranch. Chickens must be carefully cared for if they 
do well. 



148 THE CHILD AS A CITIZEN 

87 Turkeys are very hard to raise because they are not completely 

domesticated. 
41 Picking apples for market, State of Washington. Why must 

apples be packed so carefully? 

96 The bee man looking at his bees. If the man does not work 

carefully, the bees will sting him, 
116 Riding plows drawn by four horse teams, Washington. 
119 How we get our salt, Syracuse, N. Y. 

40 Picking red raspberries, Hilton, N. Y. 

91 Milking the cow, Pennsylvania. 

97 Machine filling bottles with milk. Why is this a good way? 

128 Removing butter from churn. 

130 An Antwerp milk wagon drawn by dog team. 
134 Milk delivery in Jamaica. How is your milk brought to you? 
Which plan is better? Why? 

129 Printing, wrapping and packing butter for market. Why is such 

care necessary? 

132 Market, Brussels, Belgium. Have you been to market? How is 

the food kept clean? How do you treat the people who serve 

you? 
39 Planting rice, Island of Luzon, Philippine Islands. What have 

you planted to send them? 
36 Acres and acres of wheat, Washington. What will be done with 

this wheat? Who made the harvesting machine? Show that 

city and country people work for each other. 

33 "Our garden is doing nicely, thank you." 

34 Harvesting onions, truck farm near Buffalo, X. Y, Isn't this 

hard work? 

35 Digging potatoes, truck farm near Buffalo, N. Y. Do you enjoy 

working in a garden? 
24 Helping Uncle tap the sugar maple trees. Do you like maple 
syrup? The Indians taught the white people how to make it. 

133 Bread venders of Naples, Italy. How is bread brought to you? 

Which way is better? Why? 

B. Work Needed to Clothe Us 

Who pays for your clothes? How should you care for them? Of 
what are these clothes made? 

93 Sheep and lambs in a New England barnyard. 

123 Shearing sheep. At what time of year do they shear sheep? 
What would happen if they did not shear them? 

94 Shepherd and his flock in the mountains of Judea, Palestine. 

55 Tapping a rubber tree in Brazil. What do you wear which is 

made from rubber? 
114 Stitching shoes, Syracuse, N. Y. Of what are shoes made? 

125 Feeding silk worms with mulberry leaves. Japan. Why are silk 

worms raised ? 

126 Unwinding the cocoons, Japan. 



THE CHILD AS A CITIZEN 149 

127 Weaving silk in a hand loom, Japan, Of what are the girls* hair 

ribbons made? What do you wear made from silk? 
54 Gathering cotton on a southern plantation, Texas. What does 
the North do to help the South? 

C. How Men Work to Shelter Us and Keep Us Warm 

108 In the great lumber yards, State of Washington. For what is 

lumber used? 

110 Granite quarry. Concord, N. H. Lifting great blocks of stone. 

109 Molding and drying adobe brick, Mexico. 

111 Down in a coal mine, Scranton, Pa. 

12 Whose bottle? Where did this wood come from? What will 
be done with it? 

D. How Men Work to Supply Other Needs of Ours 

120 Cutting ice with a saw, Conneaut Lake, Pa. Some ice is manu- 
factured. 

119 How we get our salt, Syracuse, N. Y. 

113 Potter shaping plates, Trenton, N. J. Of what are plates made? 

139 A Mexican water carrier. How do you get your water supply? 
Is it a better way than this? W^hy? We pay taxes to get 
city water brought to us. It is convenient and clean. 

106 Water carriers dipping water from the Nile. Do you like this 
way of getting water to drink? 

E. Animals that Serve Man 
Then how should man treat them? 

136 Farmer with buffalo team, Bulgaria. 

137 Ox teams and carts in Chile. Oxen are slow but very strong. 

139 A Mexican water carrier. 

138 Camel — going to Jerusalem. 
142 Indians and ponies. 

91 Milking the cow. Cats catch mice. 
116 Horses drawing a plow, Washington. 

90 Man's faithful servant— an elephant, Burma. Did you ever see 

an elephant? 
130 Dog team in Antwerp, Belgium. Does your dog work? 

140 Eskimo dog team and sledge. What does your dog do for you? 

Do you enjoy playing with him? 

141 Reindeer and sleds, Alaska. Reindeer draw sleds, give milk, 

meat, and leather. 

THE COMMUNITY 
I. HOW THE CITY HELPS AND PROTECTS YOU 

150 The center of a great city. The city paves the streets. It lights 
them. There are street cars and water. Name as many things 
as you can which the city does for you. 

152 A lire department in action. Are the children a help or a hin- 
drance? 



150 THE CHILD AS A CITIZEN 

97 Machine filling bottles with milk. The city allows only good, 

clean milk to be sold. 
129 Printing, wrapping and packing butter for market. Why is 
cleanliness so important in the care of milk and butter? 

151 Traffic policeman helping children to cross the street. Policemen 

protect us. What must we do to help the policemen? 
153 Boys taking health exercises. The city furnishes playgrounds 
and school yards and teaches children how to take care of 
themselves. 
58 Bear feeding in Yellowstone Park. Who sees to the collecting 
of your garbage? Why is this necessary? How can you help 
the city in its purpose? 

II. HOW YOU CAN HELP YOUR COMMUNITY 
29 How seeds are carried by the wind— milkweed and thistle. How 

can you help to rid your neighborhood of weeds? 
167 Good type of American home. Beautiful yards make the prop- 
erty of a neighborhood more valuable. 
43 Lemons as they grow at Lake Worth, Fla. Have you as fine a 

fruit tree? If you plant a tree, whom will it help besides 

yourself? 
33 "Our garden is doing nicely, thank you." Is your garden doing 

as well? What makes a garden do well? 
35 Digging potatoes, truck farm near Bufifalo, N. Y. 
117 A school garden where work is play. Can you find a vacant 

space in your district for a school garden? 
13 Jim and Jack plowing. Which is better, a vacant lot or a garden? 

Are these boys working or playing? 

III. BIRDS 
How would the woods, the parks, and your neighborhood seem with- 
out birds? Then how must we care for these friends of ours? 
IZ Downy woodpecker and chickadee. These birds eat insects and 
worms that would injure trees. 

74 Red-headed woodpecker. If woodpeckers did not help keep the 

trees there would be less fruit. 

75 Young flickers in nest. What sort of a nest do woodpeckers have? 

76 Song sparrow. 

11 Ring-necked pheasants feeding in the snow. Pheasants eat seeds 
of weeds. 

78 Red-winged blackbirds. 

79 Blue jay. 

80 Robin feeding young — nest in box elder tree. Robins eat worms 

and insects. 

81 Quail's nest. Where does the quail build? 

88 Feeding the pigeons in front of St. Mark's, Venice, Italy. 

IV. PUBLIC PARKS 
Public parks are your property. Why? How do you take care of 
them? 



THE CHILD AS A CITIZEN 151 

22 Minnehaha Falls, Minnesota. 

60 Herd of American bison, Yellowstone National Park. 
58 Bear feeding in Yellowstone Park. The law of the park is "No 
Shooting." Animals seem to understand and do not harm man. 
150 The center of a great city, Cleveland, Ohio. A small park is 

often the center of a city, 
159 Statue of Abraham Lincoln, Lincoln Park, Chicago? What good 
does a splendid statue of a great man do? 

BEING A GOOD AMERICAN 

I. UNCLE SAM WANTS STRONG, HEALTHY CHILDREN. 
SOME THINGS YOU CAN DO TO GROW STRONG ARE 
SUGGESTED IN THESE PICTURES 

1 Where do you think they are going? 

25 Pussy willows by the brook. 

26 Great oaks from little acorns grow. 

27 Jack-in-the-pulpit. 

28 Bluebell, or lungwort. Happiness has a great deal to do with 

health. 
30 Getting ready for Hallowe'en. Did you ever make a jack-o- 

lantern ? 
22 Minnehaha Falls, Minnesota. 
85 "Isn't our stock looking fine?" 
117 A school garden. Working in the earth helps to make children 

strong. 

8 "Now we're up, now we're down." How was this see-saw made? 

Americans are resourceful. 

9 Blind man's buff. 

10 Wash day. How do children learn to work? 

11 The tea party. Everything is very clean. 

14 Making a snow house. You must be dressed warmly. 

15 Sliding down hill. How do they guide their sleds? 

16 The snow man. Children should play out of doors even when it 

is cold. 

6 Playing soldier. What makes a soldier strong and healthy? 

7 A summer carnival. 

4 "Do you want a ride?" 

24 Helping Uncle tap the sugar maple trees. 
13 Jim and Jack plowing. 

5 "You look like a soldier, Major." 

189 Japanese children with their kites and sunshades. Can you make 

a kite that will fly? 
89 Buffalo water carrier, Bombay, India. Do you think this water 
would taste good? 

144 Eskimos and their boats — kayaks. Rowing develops the chest. 

145 Savages in their dugout canoe. New Guinea, 

146 A sailboat in the harbor of Piraeus, Greece. 

147 A crowded ferry boat plying between New York and Jersey City. 



152 THE CHILD AS A CITIZEN 

192 Japanese women and their children. 

3 A holiday with Rover by the stream. 

2 The runaways. 

153, 154 Taking health exercises. 

II. UNCLE SAM WANTS EDUCATED CITIZENS. PEOPLE 

CANNOT RUN A COUNTRY UNLESS THEY KNOW 
ABOUT IT 

190 "Have you learned to read?" Every little American must learn 
to read. 

153 School boys taking exercise. 'A strong mind in a strong body." 

III. UNCLE SAM NEEDS THRIFTY, INDUSTRIOUS CITIZENS 

24 Helping Uncle tap the sugar maple trees. 

33 Tomatoes growing in a garden. 

34 Harvesting onions. 

35 Digging potatoes. 

40 Picking red raspberries. 

96 The bee man taking care of his bees. 

117 A school garden where work is play. 

167 A good type of American home. 

154 Soldiers taking health exercises. 

197 New Year's Day, in the surf, Australia. 

IV. THINGS WORTH REMEMBERING IN OUR HISTORY. 

WHY? 

117 A school garden. We must not forget how children helped their 
country in the war by making gardens. 

155 The Santa Maria, flagship of Christopher Columbus. Was travel- 

ing in such ships as safe as traveling today? 

162 Plymouth Rock. If I were the boy, I would take off my hat. 

Would you? 
161 Plymouth Rock and children. 

156 John Smith trading with the Indians, Jamestown Exposition. 

Who was John Smith? 

157 Independence Hall, Philadelphia. Here the Declaration of In- 

dependence was signed. 

158 Liberty Bell, Philadelphia. 

163 Mt. Vernon, the home of Washington. Washington led our 

armies in the fight for independence. 

164 Washington's room at Mt. Vernon, Va. See how clean it is kept. 

165 Longfellow's home, Cambridge, Mass. Here Washington had 

his headquarters, and here Longfellow wrote many of his 
poems. 

166 Whittier's home. Whittier was a country boy. He worked 

against slavery. 

159 Statue of Lincoln made by St. Gaudens, Lincoln Park. Chicago. 

Why was Lincoln a great man? 



THE CHILD AS A CITIZEN 153 

154 Soldiers taking exercises. These soldiers defended us in the 

great World War. Many of them gave their lives for us. 
96 Bee man looking at his bees. When the war was over the sol- 
diers came home and took up their daily work. They are just 
as patriotic working as fighting. 

160 Memorial Day in the PhiHppines. We must remember those men 
who have given their lives for our country. What can we do? 

V. AMERICAN STANDARDS' AND IDEALS 

156 John Smith trading with the Indians, Jamestown, Va. John 

Smith said, "He who will not work shall not eat." Good 
Americans are industrious and self supporting. 

115 Plowing in Mexico. Old-fashioned plows and farm tools make 

work hard and slow. Not the American way. 
39 Planting rice, Philippine Islands. Here is work being done in a 
hard, slow way. Is it an American way? 

116 Riding plows with four-horse teams. Americans work well, but 

they try to do their work as quickly and as easily as possible. 
They use the best tools. 
35 Digging potatoes. Very many little Americans are thrifty and 
helpful. 

117 A school garden. During the war the children who made gar- 

dens helped themselves and their country. This work was 

patriotic. What does that mean? 
112 The blacksmith shop. The men who helped to make America 

were honest and thrifty. (Read Longfellow's poem.) 
174 Lapp family at home, Lapland, Norway. Would you see such a 

home in the United States? What kind of homes do we like? 
168 Mountaineer's cabin, Tennessee. The early Americans lived in 

log cabins. Do you know why? They worked hard and lived 

simply. 
163 Mt. Vernon, the home of Washington. Washington was a good 

farmer. He loved his home and his farm work. He loved 

his country still more. 

165 Longfellow's home. Longfellow was a teacher. In this house 

he wrote the poems that Americans love. 

166 Whittier's early home. Whittier was a farm boy. 

167 A good type of American home. Every person in the family 

helps to make his home nice. 
172 Washday by the stream — helping mother, Madeira Islands. How 

is our washing done? How often? What do you know about 

washdays in other countries? Which way is better? 
10 Washing dolly's clothes. 
103 Baking in a Syrian home. What do you know about baking in 

an American home? 
143 A passenger train just arriving, Americans are great inventors. 

They make their minds work, 
149 A steamboat leaving landing. Americans like to see the world. 

They learn by seeing other people. 



154 THE CHILD AS A CITIZEN 

152 A fire department in action. What kind of men should belong 

to a fire department? (Brave, quick in action, quick to grasp 
a situation, self -controlled.) 

151 A poHceman helping children to cross the street. Why do we 
have policemen? What can you do to avoid accidents and keep 
order ? 

154 Soldiers taking heaUh exercises. Good Americans are good sol- 
diers. What does it take to make a good soldier? They must 
learn to obey orders and work together for the good of all. 
96 The bee man. Here is a soldier working with his bees. When 
the war was over he went back to his work. Was that pa- 
triotic? 

153 Children taking exercise. Will these boys make good soldiers? 
183 Children of Prague, Bohemia. These children were helping to 

celebrate the freedom of their country. 
160 Memorial DaJ^ We must not forget those who died for their 

country or why they died. 
159 Statue of Lincoln made by St. Gaudens. Lincoln Park, Chicago. 

The true American, the strongest, yet the kindest man. 

157 Independence Hall. Here the Declaration of Independence was 

signed. 

158 Liberty Bell. "Proclaim liberty to all the people." Americans 

love liberty. Is liberty doing what you please? 
176, 133 If some of these people should come to America to live, 

what must we teach them? Are we good enough Americans 

to teach them to be Americans? The best way to teach is to let 

them watch us. 
195 Little Chinese children. These little children were born in Amer- 
ica, so they are Americans. Are you an American? How do 

you know? 
54 Picking cotton. Here are some other little Americans. What 

must be done for them? 
38 Girls gathering sweet potatoes. These children live under the 

American flag. Do you think they are what Americans should 

be like? 
198 Filipino children at pla^^ These boys and girls live under the 

American flag. \\'hat would you do for them? 
200 A baby of Samoa at home. Here is another baby who lives 

under the American flag. What does it mean to live under 

a flag. 
104 The children's feast: 105 Meal time in a Filipino home; 11 Tea 

time with dolly. Which is the American way? What is the 

diff^erence? 
186 Arabic school. Is this your idea of a school? Why? 
1, 2, 3, 6, 7, 8. 9, 15, 24, 30, 33, 34, 35, 1,17, 13|1, 153 Little Amer- 
icans of many kinds. All these are American citizens. How 

can they be good citizens? 
24, 35. 87, 96, 116, 120, 131, 149 Some grown up American citizens. 

What kind of an American do vou wish to be? 



HEALTH AND HYGIENE 

By Isabel Best 

Cincinnati, Ohio. 

The study of health and hygiene should hold an important 
place in the school curriculum. The understanding of the 
laws of health is necessary to the well-being of the citizen 
individually and to the community as a whole. It is a fact 
that to be equipped with good health means greater efficiency 
in any line of endeavor as well as greater personal happiness 
and success. The time to begin teaching these laws is in the 
child's earliest years, for his mind is most impressionable at 
that period and habits are more easily formed. Children 
should be taught that it is the duty of every loyal American to 
do his bit toward building up a great nation by properly 
caring for his body. In presenting hygienic facts in the 
primary grades it is necessary to reach the interest of the 
child by concrete treatment of the subject. When the truths 
of clean living are made objective and applied to the child's 
own every-day activities and experiences they can readily be 
understood and his interest is assured. Point out to him why 
he must be clean and live in clean surroundings. Explain why 
he needs exercise and pure air, and proper food properly pre- 
pared. Emphasize the (necessity of clean clothing which 
must be changed often and not sewed on. 

By arousing an interest in these laws of health teachers can 
do much good and aid materially in raising the standard of 
living, especially among the poorer classes. 

The value of the stereograph cannot be overestimated, for 
it supplies the actual more nearly than does any other form 
of illustration. The splendid Keystone views impress with 
the sense of reality. The figures are so life-like that the child 
at once becomes a part of the scene and in fancy shares the 
experiences of the picture. 

The primary teacher, fortified by these wonderful views, 
will find her difficult problem of teaching hygiene much 

155 



156 HEALTH AND HYGIENE 

simplified. She will have no difficulty in gaining and holding 
the attention of her pupils. 

The stereographs and slides chosen as illustrative material 
for this chapter show how the health problem is interwoven 
with many phases of life. 

They have been grouped into large units with subdivisions. 
The hygienic suggestions accompanying various views have 
been expressed purposely in very simple language. Rhyme has 
been resorted to frequently, for children like it. The following 
little jingles or others easily made by children themselves 
will help them to feel and enjoy the ideas advanced by the 
pictures. 

CLEANLINESS 

These views deal with personal cleanliness, emphasizing care 
of skin, hair, teeth, and nails ; cleanliness of place, emphasizing 
the necessity of keeping homes, yards, parks, and streets 
clean; cleanliness of clothing, emphasizing the necessity of 
frequent change of clothing. 

Get into the habit of keeping clean. You'll like it. 
Wash hands and face before you eat 
And keep yourself both clean and neat. 
11 A party with dolly. 

Keep your dolly sweet and clean, 
Let no dirt on her be seen. 
10 Washday. Every little girl ought to have a washday for her 
doll's clothes. 

Happiness and cleanliness 

Always go together; 
Keep yourselves both sweet and clean 

In every kind of weather. 

180 Little Dutch Hans. Not a speck of dirt on him. 

181 Quaint little folks in Holland. They are clean from top to toe. 
189 Happy little Japanese children. Each one is well acquainted with 

his own washrag, soap and towel. 
195 A clean Chinese family in America. Clean clothes help health 
as well as looks. 

Clothes should be suitable for the seasons. 
In winter woolen clothes are best. 
In summer be in cotton dressed. 

54 Gathering cotton. 

8 "Now we're up, and now we're down." Cotton clothes for sum- 
mer. 



HEALTH AND HYGIENE 157 

123 Shearing sheep. 
94 A shepherd and his flock. 
14 Making a snow house. Woolen clothes for winter. 

Children can do their part in keeping the streets, parks, and school 
yards of their city clean b}^ not throwing banana skins, orange peels, 
peanut shells or rubbish of any sort on them. It is dirty and dan- 
gerous to spit on the streets. A clean city is a healthful city. 
157 Independence Hall. 

159 Lincoln Park, Chicago. A beautiful park. 
161 Visiting Plymouth Rock. 

150 The heart of a great city. There is no rubbish or dirt on these 

streets, 

151 Traffic policeman helping children. These streets are cleaned 

and washed. 
191 A Japanese school yard, A clean school yard is a pleasant play- 
ground. 

Windows let in sunshine and fresh air. Every room should have 
at least one window. Sunshine is one of our best friends. Don't be 
afraid to pull up the shades and open the windows wide. 

Plenty of sunshine and plenty of air, 
Are good for anyone anywhere. 
Keep leaves and rubbish out of the yard, 
You'll not find the labor very hard. 

163 Mt. Vernon; 166 Whittier's home; 167 A good type of American 

home. Airy and sunshiny homes. 
167 A good t3T)e of American home; 163 Mt. Vernon. Well kept 
5^rds, 

Dress yourself in a clean night gown, 

Open your windows up and down. 

Don't throw your clothes in a heap anywhere, 

Hang them up so they'll get the air. 
17 The Christmas tree. Clean night gowns are comfortable. They 
help children to be healthy. Night gowns must be changed 
often and washed. 

164 Washington's bedroom, Mt. Vernon. Anyone will sleep well in a 

bedroom that is orderly as well as clean. If possible choose 
a sunny one. Children ought to go to bed early and sleep ten 
or eleven hours. 
200 A home in Samoa. This little child gets plenty of fresh air 
when she sleeps. Her home is like a sleeping porch. Children 
who sleep on a sleeping porch are healthy. 

People should change their clothes often. The best way to wash 
them is in hot water with plenty of soap. They should be rinsed to 
make them fresh. Washing in a stream as these people are doing will 
not kill germs. 



158 HEALTH AND HYGIENE 

172 A washday by a stream. 
181 A washday in Holland. 

93 Sheep and lambs in a Xew England barnyard. Animals should 
have a clean barnyard to live in. 

85 "Isn't our stock looking fine?" Pets should be well cared for. 

All little children should rub and scrub 
And take a bath in a nice clean tub ; 
Their hair should be combed and brushed each day, 
Their teeth should be scrubbed the proper way, 
Their finger nails cleaned and polished, too, 
And all this will make them feel like new. 
107 Getting ready for business. Clean clothes and soap and water 

would change this boy into a fine looking chap. 
171 An Indian home in Guatemala. Children in Central America. 

Dirty bodies and good health are not companions. 
185 School at Bethlehem. These children are being taught lessons 
of health and cleanliness. 

175 A Bedouin family. The little people do not know what good 

friends soap and water are. 
188 Three little girls of Ceylon. 

Dirty children with touseled hair, 
Are never pretty anywhere. 

176 Korean children. These children do not know the joy of being 

clean. 

Dirty clothes have an unpleasant smell and have disease germs in 
them. Children should change their clothes often. They should never 
be sewed on them. 
174 Lapp children in Norway. 

A necklace and bracelet are all his clothes ; 
He needs no change, for naked he goes. 
187 A baby of Zululand. 

Go to the pla3^ground, that's the place, 
Where there's plenty of air and plenty of space. 
173 A street in Palermo, Italy. Children who live in narrow, crowded 
streets like this do not get enough light, sunshine, and fresh 
air. There are no yards for them to play in. 

Disease germs like dirty places like these. Children who sleep 
crowded together never become tall and strong. The dirt and lack of 
fresh air makes them sick. All dirty people should be taught to 
"Clean up and paint up" their homes. 

107 Getting ready for business. The house is badly in need of repairs. 
101 Making tortillas. Germs get into places that are not kept clean. 
171 An Indian home in Guatemala. A place littered with rubbish and 
dirt is not healthful. 



HEALTH AND HYGIENE 159 

175 Bedouin tent, Palestine. A tent needs cleaning up as well as a 

house. 
194 A Chinese toddler. This home does not get enough sunshine on 

the inside. 

The garbage can is an ugly sight, 
So always remember to cover it tight. 
Garbage attracts flies and animals and helps to spread disease. 
54 Bear feeding in Yellowstone Park. 

132 Market in Brussels, Belgium, Keep out of crowds if you can, 
for "catching" or contagious diseases such as measles, scarlet 
fever, diphtheria, and influenza are often spread in crowds. 

Never use a public cup, 

When you want to take a drink; 
Use your own — the reason why 

You will see if you will think. 

104 The children's feast. These children have only one drinking 

vessel and are eating out of the same bowl. 

Don't eat too fast, chew well your food. 
Be jolly and 'twill do you good. 

105 Meal time in a Filipino home. Clean children would rather go 

hungry than eat at this table. It is so dirty and the people 
have no table manners. Food tastes better when served nicely 
and eaten in a mannerly way. 

FRESH AIR AND EXERCISE THROUGH WORK AND PLAY 

The views in this group are fine illustrations of the value of out- 
door life and plenty of pure air and exercise. They show the neces- 
sity of observing proper posture. 

All children ought to work in a garden. The rake, the hoe, and 
the spade are better for them than medicine. 
117 A school garden where work is play. 
33 The children's war garden. 
13, 115, 116 Plowing in the open air is a healthful exercise. 

Playing in the snow is a fine sport for boys and girls. The pure air 
will get into their lungs and chase away any disease germs that may 
be hiding there. The red blood will tingle through their veins. Jack 
Frost is a good friend if they are dressed warm enough. They ought 
to wear warm wraps, mittens, and heavy shoes and stockings. 

14 Making a snow house. This picture shows how children ought 

to be dressed for playing in the snow. 

15 The joy of coasting. 

16 The snow man. 

140, 141 Eskimos and sleds. 
32 Snow-drifts in New England. 
20 A glacier in Canada. j 



160 HEALTH AND HYGIENE 

Mountain air is cool and pure, 
Many kinds of ills 'twill cure. 
19 These children have plenty of pure air to breathe. 
168 A cabin in the mountains. The pure air gives these children 
bright eyes and rosy cheeks. 

All children should play out of doors in all seasons, as play exer- 
cises all the muscles of the body. It is just as important to play out- 
door games as it is to learn things in books. Fresh outdoor air is the 
best medicine children can take. The more they run and play, the 
more robust they v^ill be, the more blood they will have and the redder 
it will be. Outdoor play helps them to grow into strong and healthy 
citizens. 

1 Off for the woods. A good place for children to fill their lungs 
with fresh, pure air. What will they find in the woods? 

2, 192 Catching fish for dinner is healthy sport. 

4 Billy is a good outdoor playmate. 

5 "You look like a soldier, Major." How straight he stands! 

7 A summer carnival. 

8 "Now we're up and now we're down." A very good exercise. 

9 Blind man's buff. A good game to play if you feel dull and tired. 
30 These children are having fun in the open air getting ready for 

Hallowe'en. 

24 Helping to tap the maple sugar trees. Laying up a bank account 

of good health. 

25 Breathe pure air and feel well. 

26 Go out into the woods and grow strong. 

13 Jim and Jack plowing. These boys are having fun teaching the 
calves to work. The boys are learning to work, too. 

22 Wading in the stream. Outdoor life makes rosy cheeks. 

146, 147, 148, 149 A trip on the water is good for children. It gives 

them a chance to enjoy fresh breezes. The air is pure and free 

from dust. 
14, 15 Winter. Children need to play out of doors in winter as 

well as in summer. 
189 The children in Japan think it is great fun to fly kites. 
198 Filipino children. These children are playing some sort of a 

quiet game. It is best not to play too active a game right after 

eating. 

23 The Ohio River at Pittsburgh. Watching the boats on the river. 
3 A holiday with Rover by the stream. All children need a holiday 

in the fresh air of the country. 

Exercising in the gym 

Keeps the body in fine trim. 
153 Children taking exercises. At recess children should run out in 
the yard and play some merry game. They should fill their 
lungs with fresh air. They will feel fresh as a daisy and ready 
for lessons again. Children should have gymnastic exercises 
in school every day. 



HEALTH AND HYGIENE 161 

Fill your lungs, throw out your chest, 
Lift your head, and look your best. 

154 Soldiers exercising. Soldiers have to exercise to make their 
bodies strong and straight. They cannot join the army unless 
their health is good. 
6 Playing soldiers. Get into the habit of standing up straight. 

142 Sioux Indians and ponies. Indians are healthy because they live 
in the open air. Exercise makes them tall and straight. 

Close your mouth, breathe deep and long, 
And this will keep you well and strong. 

179 Indian boy and baby. Indian children breathe properly and are 

strong. 
169 Black Hawk and his family. 

Paddle and row 

And strong you'll grow. 

144 Eskimos in their boats. 

145 Savages in canoes, New Guinea. 

If there's one in your school, 
Be sure to use the swimming pool. 
197 At the seashore. Bathing in salt water is healthful. Swimming 
is a fine exercise for the muscles and lungs. 

FOOD AND DRINK 

The following views present pictures of nutritious food and drink 
and sanitary and unsanitary methods of handling the same. 

With dishes clean, and cloth so white, 
This table is a pleasing sight. 
All little children love to eat 
When everything is fresh and sweet. 

11 Tea time with dolly. 

12 Whose bottle? Milk is the baby's best food. His bottle should 

be kept clean and no other mouth should touch it. 
97 Machine filling bottles with milk; 131 Grocer selling supplies. 

Germs get into milk very easily and it should only be sold in 

clean bottles. 
134 Milk delivery in Jamaica. Milk should never be carried around 

the streets in tin cans. 
196 Milking the goat. Goat's milk is good for children. Hands 

ought to be washed before milking a goat or cow. 

91 Milking the cow. Milk is a good food for kitty, too. 

92 Teaching bossies to drink. Bossy doesn't get her milk in a bottle. 

11 



162 HEALTH AND HYGIENE 

Never drink coffee and never drink tea, 
]\Iilk is better for you and me. 

52 Picking tea leaves. 

53 Gathering coffee, 

106 Water carriers, Nile River. These people are getting drinking 
water right out of the river. Water is food for the inside of 
the body as well as the outside. Children ought to drink many 
glasses of water a day and it ought to be pure. 
18 A spring. There is no water purer than spring water. 

Children should spread plenty of butter on their bread. It will help 
to make them fat. 

128 Removing butter from the churn. 

129 Packing butter. 

A supper of milk and bread and honey 
Is the best you can buy for any money. 

96 The honey makers. 

Eat for your breakfast butter and bread, 
Milk and egg and you'll be well fed. 

86 A chicken ranch. 

87 Turkey, chickens and other fowl are good food. 

These are plant foods that grow under ground. Nature wants us 
to use some food that comes from plants. 
35 Digging potatoes. 
38 Gathering sweet potatoes. 
34 Harvesting onions. 

42 Navel oranges. A nice orange is one of the best fruits a child 

can eat. 

When I'm thirsty as can be, 
A glass of lemonade for me ! 

43 A lemon grove in Florida. 

44 Grape fruit. The juice of grape fruit is good for children. 

45 Clusters of olives. Olive oil is nutritious. 

47 Banana tree. 

48 Loading bananas into cars. 

41 Picking apples for market. An apple or a banana will make a 

fine lunch for recess. 
50 Coconut is nutritious. 

49 Date palm. Some times buy dates instead of candy. They are 

almost as good as bread. 

46 A pineapple field. A dish of pineapple makes a good dessert. 



HEALTH AND HYGIENE 163 

Vegetables and grains are the best of food, 
Eat plenty of both and they'll do you good. 

2>1 Vegetables and grains. 

51 Candy is made from sugar cane. Pure candy is good for children 
if they do not eat too much. The best time to eat it is at the 
end of a meal. 

39 Planting rice. Rice is one of the best foods for children. A 
rice pudding with raisins and milk will make a very nice des- 
sert. 
122 Salmon caught in the Columbia River; 192 Japanese women and 
children. Fish is a good food, but it must be fresh and well 
cooked. A piece of fish, potatoes, lettuce, and a baked apple 
make a good dinner. 

95 A happy family ; 98 This little pig went to market. Pigs give us 
ham and bacon. Bacon and eggs are excellent food for break- 
fast. 

This food is not prepared in a clean way. The dust and dirt from 
the street may get into it and cause disease. 

102 Making bread in the street. 

103 Baking bread in Syria. 

101 Crushing corn. Central America. 

100 Grinding wheat, Syria. 

133 Food that is sold on the street is not fit to eat unless it is well 

covered. Flies with millions of germs on their feet walk over 

it. Don't forget to swat the fly. 
132 Food sold in a crowded market must be well washed before it is 

used. 

Milk in a bottle, sealed up tight ; 
Bread wrapped in paper, fresh and light, 
Counter and shelves clean, so is the floor. 
Apron and hands white — Fll buy at this store. 
131 A groceryman selling supplies. Good wholesome food can not 
come from a dirty store. 



STORY TELLING AND READING 

By Allie M. Hines, A. B. 

Supervisor of Kindergarten and Primary Grades, Youngstown, Ohio. 

STORY TELLING 

The little child early enters the realm of literature, enticed 
thereto by the rhythm and fun of the nursery jingle; but, hav- 
ing once been initiated, his appetite for stories is insatiable, and 
if wisely guided, he may progress to the ability to appreciate 
and analyze stories of considerable plot and action before eye 
and brain are equal to the task of learning to read. 

Certain general educational premises help to define the value 
and place of stories in child development, and the enrichment 
possible through correlating picture study with them : 

1. The little child lives in a real world of people, places, 
things and events which he struggles to fill with meaning. 

2. He is developed by his own thinking and doing, in 
response to the multiplicity of stimuli of this environment in 
which he finds himself. 

3. His development in any undertaking is proportionate to 
the sustained effort of that given action. 

4. The little child's effort is sustained by emotional attitude 
of mind — by his feeling and interest. 

5. A child's intellectual activity — the work of his thought 
world — can only be managed by means of clear, definite 
imagery. 

It is the last premise which especially shows the value of 
such pictures as the Keystone Primary set contains. They 
supplement a meager experience of some children or make 
up a complete deficit. 

Just as story-telling, which preserved the early culture and 
achievement of the race and passed it on from generation to 
generation, furnished to early peoples the source from which 
to derive a philosophy of life and guiding ethical principles, so 
the story comes to children today, to give to them the power to 
interpret and appreciate the little world in which they find 

164 



STORY TELLING AND READING 165 

themselves. Such stories as "Mrs. Tabby Gray," "Patsy, the 
Calf," and "Raggylug," help the very little child to a realiza- 
tion of the sheltering care and mother-love which surround 
him. "How the Home was Built" conveys the thought of 
cooperation, while "Peter Rabbit" with its fund of humor, 
carries just as surely to the child mind the law of compensa- 
tion. For almost every story of this type, childlike in content 
and closely related to the natural experiences of small children, 
there will be found one or more pictures in the Keystone Set 
that may illustrate the story or at least serve to revive it with 
some of its joy and emotional setting. 

The emotional appeal of the story is its chief argument, and 
moral education its chief purpose. Moral conduct is the re- 
sultant of social habits and the emotional grip of high ideals. 
There is no other source of ideals for the child equal to the 
story. He loses himself in the story and identifies himself 
with the hero to the extent that he assumes emotionally, if not 
understandingly, the fine principles of truth, honesty, courage, 
etc., which the action reveals. One story alone may not make a 
selfish child unselfish, or a timid child courageous, but the 
cumulative effect of story upon story has an influence which 
we can scarcely estimate, and the ideal raised by a vivid, 
realistic story that has gripped the child emotionally may 
restrain and direct him in many a trying situation in his 
formative years. Furthermore, the emotional setting of the 
story not only supplies a halo to the hero of the tale, but also 
yields a glow to the whole experience depicted, giving the 
child an enlarging sympathy with human life and appreciation 
of the world of nature. 

One of the oldest claims of the story in the educational 
process is its power to stir and direct the imagination. Few 
people question this statement or take time to consider the 
hazy, half-formed or often grotesque images which the story 
may yield to the child, or to heed the significance of his inevi- 
table plea when the story is finished and the book about to be 
closed — "Now, let us look at the pictures." This is not an 
evidence of lack of interest in the story — it is the mark of 
sustained interest and his wish to clear up his indefinite picture 
— to visualize the places and people of his story world. Clear 
imagery is the basis of successful work, whether it be the 



166 STORY TELLING AND READING 

employe's ability to follow directions or a plan of work, or the 
more conspicuous achievement of scientific invention, literary 
production, or constructive philanthropy. The child's plea to 
look at the pictures is a suggestion to the teacher to strengthen 
the subtle influence of the story by supplying the best pictures 
which have contacts with the story. 

READING 

But story-telling is in its very nature limited as a method of 
training and the child must be set upon his own feet, must be 
made able to enter into literature and life through his own 
initiative. He must be taught to read. Of all the activities 
of the first years of school, learning to read is one of the most 
important, for upon reading is founded all the later develop- 
ment. It is as necessary to the business as to the professional 
life. Upon the ability to read is based the government of all 
free people for it is absolutely necessary that those who partici- 
pate in government shall be able to know what they are doing. 
The primary teacher who successfully bridges the gap between 
story-telling and reading so that the joy of the one becomes the 
incentive for the other has done a wonderful constructive work. 

Teaching children to know words and say them is not teach- 
ing them to read. Real reading includes understanding, enjoy- 
ment, interpretation and the forward reach. In the attainment 
of these results there are very many difficulties some of which 
are inherent in the children themselves. Away from home and 
mother for the first time, or brought in from the streets, they 
are perhaps subjected to restraint for the first time and making 
their first acquaintance with law and order. They are shy or 
afraid or on the defensive. They must be made to forget 
themselves. In this Keystone Primary Set are very many 
pictures that will open the heart and loosen the tongue of such 
a child and bring him into the freedom of friendly interest 
and self-expression. 

A still greater difficulty lies in the lack of experiences from 
which clear, definite images result. The inland country child 
may not know a city, the sea, a desert. The city child has no 
knowledge of a spring, of harvest and wind-swept plains ; yet 
each one, if he is to be educated, must have his range of con- 
cepts broadened to include things entirely outside his present 



STORY TELLING AND READING 167 

environment. This is best done by means of pictures. The 
Keystone Stereographs with their third dimension are really a 
way of traveling and the view does not run by quickly, as it 
does from the car window, leaving only hazy ideas. The child 
can hold and absorb it and become possessed of the full content 
of the scene. He can return to it again and again as he loves 
to do. 

These views have not been made to illustrate or interpret 
any particular story or poem, but they do give the materials 
from which the story or poem was made by the creative mind 
of the author and the child's mind responds to the stimulus of 
creative power. Too often we do too much, leaving the child 
nothing but to follow. These views provide the material for 
imaginative action and leave the child free to create according 
to his own bent. 

The reading of today is never confined to school books. 
Supplementary reading is introduced to give breadth and some 
idea of the wealth of reading matter about them. The descrip- 
tions on the backs of these views furnish supplementary reading 
of the very highest type. They were written by Miss Rose 
Lucia, author of the Peter and Polly books. Their style is 
simple, clear, direct and suggestive. 

The following list of pictures selected from the Keystone 
Primary Set could be used advantageously with the stories 
named. Included among these are some song-stories — that is 
good story material for very little children found in the song 
books, such as "Little Miss Careful" — so beautifully illustrated 
by No. 11, "The Teaparty." 

"Oh, little Miss Careful, whenever she wishes. 
May play with her very best tea-party dishes. 

Her best dolly, too, any time she may take it. 
For little Miss Careful we know will not break it. 

Indeed this dear child is so careful that, maybe 

Her mother will soon let her hold the new baby." — Poulsoon. 

Golden Cobwebs For the Children's Hour 

17 Merry Christmas. 

The Snow man Neidlinger 

16 The snow man. 



168 STORY TELLING AND READING 

With Trumpet and Drum Eugene Field 

6 Playing soldier. 

Eskimo Stories Smith 

140 Eskimo dog and sledge. 

The Little Jackal and the Alligator Old Indian Tale 

71 Crocodiles. 

Mother Spider. 

84 Writing spider and web. 

Patsy the Calf Lindsay 

92 Teaching bossies to drink. 

Out of the Nest Lindsay 

80 Robin feeding 3'oung, 

How Bre'r Bear Lost His Tail Uncle Remus 

Little Bear. 

58 Bear feeding in Yellowstone Park. 

59 Polar bear. 

Santa Claus Stories. 
17 Merry Christmas. 

141 Reindeer and sledges. 

The Stone Cutter Old Legend 

110 Granite quarry, Concord, New Hampshire. 

Fleet Wing and Sweet Voice. 
88 Feeding the pigeons. 

The Flax Anderson 

124 Spinning wheel, Norway. 

The Big Red Apple For the Children's Hour 

41 Picking apples for market. 

Mr. Duck and Mr. Turkey Neidlinger 

87 Turkeys. 

Nan and Ned in Holland. 

180 Holland as she is known. 

181 In the land of wooden shoes, Holland. 

182 School children, Marken, Holland. 

This Is the Way We Wash Our Clothes. 
10 Washday. 
172 Washday by the stream. 

The Friendly Cow R. L. Stevenson 

91 Milking the cow. 
Bunny Cotton Tail. 
Peter Rabbit. 

85 Isn't our stock looking fine? 
Mary Had a Little Lamb. 

93 Sheep and laml)s. 
12 Whose bottle? 



STORY TELLING AND READING 169 

Arachne, 
84 Spider and web. 

The Greedy Dog Old Fable 

3 A holiday with Rover by the stream. (Reflection.) 

The Lion and the Mouse Old Fable 

66 The king of beasts in captivitJ^ 

Apple Seed John. 
41 Picking apples for market. 

Stories of Lincoln. 
159 Statue of Lincoln, Lincoln Park, Chicago. 
54 Gathering cotton — free negroes. 

Stories of Washington. 

163 Mt. Vernon, the home of Washington. 

164 Washington's room at Mt. Vernon. 

165 Longfellow's home (Washington's headquarters.) 

23 Beginning of Ohio River — (French and Indian War.) 

Bruce and the Spider, 
84 Spider and web. 

Mrs. Tabby Gray. 
91 Milking the cow. 

The Three Pigs. 
95 Little pigs. 
198 A house of sticks. 

Three Bears. 
58 Bear feeding in Yellowstone Park. 

Little Red Hen, Henry Penny, etc. 
86 A chicken ranch in California. 

Three Goats, Billy Goat Gruflf. 

4 "Do you want a ride?" 
196 Milking the goat, Australia. 

Stories of Foxes. 
63 Reynard, the fox. 

Who Stole the Bird's Nest? 
91 "Not I," said the cow. 
93, 123 "Not I," said the sheep. 

23d Psalm. 
94 The Lord is my shepherd. 

Great Wide, Beautiful, Wonderful World. 
3 With the beautiful water. 
3, 166 With the wonderful grass. 

See, Saw, Margery Daw. 
8 Now we're up and now we're down. 
Blow, Wind, Blow and Go, !\Iill, Go. 
180 One of Holland's windmills. 



170 STORY TELLING AND READING 

Stories of Columbus. 

155 The Santa Maria, flagship of Christopher Columbus. 
Stories of John Smith. 

156 John Smith trading with the Indians. 
Pilgrim Stories. 

161, 162 Plymouth Rock. 

32 Deep snow-drifts in New England. 

Pioneer stories. 
168 Log cabin, Tennessee. 

91 Milking the cow. 

123 Shearing sheep. 

124 A spinning wheel and reel. 
13, 115 Plowing with oxen. 

169, 170, 171 Indians. 

24 Tapping maple sugar trees. 
58 Bears. 

64 Puma or mountain lion. 
60 Herd of bison feeding. 
158 Liberty Bell. 

Henry W. Longfellow. 

165 Longfellow's home. 

The Children H. W. Longfellow 

1 to 17 "That to the world are children, 
Through them it feels the glow 
Of a brighter and sunnier climate 
Than reaches the earth below." 
John Greenleaf Whittier. 

166 Whittier 's home. 

Barefoot Boy T. G. Whittier 

1 "Blessings on thee, little man, barefoot boy." 

25 to 29 "Of the wild flowers' time and place." 

80 "How the robin feeds its young." 
41 "Apples of Hesperides." 

The Pumpkin /. G. Whittier 

30 "O fruit loved of boyhood." 

Foreign Children R. L. Stevenson 

140 "Little frosty Eskimo." 
189 to 192 "Little Japanese." 
82 Ostriches and their eggs. 

Singing R. L. Stevenson 

81 "Of speckled eggs the birdie sings," 
75, 80 "And nests among the trees." 

149, 146 "Ships upon the seas." 

189 to 192 "Children sing in far Japan." 

The Cow R. L. Stevenson 

91 "She gives me milk." 



STORY TELLING AND READING 171 

My Shadow R. L. Stevenson 

2-7 "I have a little shadow." 

Just So Stories Rudyard Kipling 

69 Old Man Kangaroo. 

90 The Elephant. 

62 His Uncle— the Giraffe. 

67 His Aunt — the Hippopotamus. 
71 The Crocodile. 

68 How the Rhinoceros Got His Skin. 
138 How the Camel Got His Hump. 

Bee Stories such as 

The Honey Bee Selected 

The Bee and the Rose Selected 

How Doth the Little Busy Bee Isaac Watts 

To a Honey Bee Alice Gary 

96 The bee man looking at his bees. 

The Lamb William Blake 

12 Whose bottle? 

93 Sheep and lambs. 
123 Shearing sheep. 

Pussy Willows E. Nesbit 

25 Pussy willows by the brook. 

The Use of Flowers Mary Hozvitt 

7 Daisies. 

27 Jack-in-the-pulpit. 

28 Bluebells. 

The Bluebell Selected 

28 The bluebell. 

Daisies Frank Dempster Sherman 

7 A summer carnival. 

The Squirrel's Arithmetic. 
57 The striped squirrel. 

Thanksgiving Lydia Maria Child 

37 Vegetable and grain display. 

Boats Sail on the River Christina Rosetti 

146 Sailboat. 

Snow Flakes Mary Mapes Dodge 

31 Great market day in a snowstorm, Quebec, Canada. 

The Snow Youth's Companion 

31 Great market day in Quebec. 

I Dug and Dug Anon 

32 Deep snow-drifts in New England. 
14 Making a snow house. 

Winter Time R. L. Stevenson 

32 Deep snow-drifts in New England. 



172 STORY TELLING AND READING 

Pine Needles /\jul Hamilton Hayncs 

17 Merry Christmas. 

Crumbs to the Birds Charles and Mary Lamb 

77 Ring-necked pheasants feeding in the snow. 

The Woodpecker. 

73 Downy woodpecker. 

74 Red-headed woodpecker. 

A Visit from St. Nicholas Clement C. Moore 

17 Alerry Christmas. 

Spring Celia Thaxter 

25 Pussy willow's by the brook. 

The Robin Loiircns A Una Tadema 

80 Robin feeding young. 

Our Garden Juliana H. Ezving 

117 A school garden. 

Keeping Store Mary F. Butts 

131 A groceryman selling supplies. 

Milking Time Christina Rosetti 

91 Milking the cow. 

A Boy's Song James Hogg 

2-3 Streams. 

Farewell to the Farm R. L. Stevenson 

166 Whittier's home. 

April Celia Thaxter 

25 Pussy willows by the brook. 



INDEX 

In this index for the Teacher's Guide to the Primary Set, 
each item is given paging reference in the various classifica- 
tions. This will enable the teacher to find the outline of the 
subject she wishes to teach. Also the serial number of the 
stereographs and slides is given so that those views which 
illustrate any given subject may be quickly selected. 

The following abbreviations have been used. 

T. L. = Title List 

Child. = Children of Many Lands 

World = Studies of the World in Which We Live 

Seasons = Seasons 

P. & A. = Plants and Animals 

E. & W. = What We Eat and Wear 

T. & T. = Travel and Trade 

Prim. & Mod. = Primitive and Modern Life and Homes 

Cit. = The Child as a Citizen 

H. & H. =Health and Hygiene 

Story = Story Telling and Reading 



Acorns, T. L. p. 33 

No. 26 
x\dobe, T. L. p. 35 ; IVorld p. 59 ; 
CiL p. 149 
No. 109 
Africa, T. L. p. 34, 37 

No. 66, 67, 106, 186, 187 
Agave, P. <^ ^. p. 86 

No. 179 
Alaska, T. L. p. 36 ; World p. 65 

No. 141 
Alexander, Wm. P., P. & A. p. S6 
American Children, T. L. p. 33 ; 
Child, pp. 40, 41 
No. 1 to 17, 24, 25, 26, 30, 
33, 34, 35, 93, 98, 117, 151, 
153, 161, 167, 168 
American Home, T. L. p. 37 ; Lands 
p. 42 ; Prim. & Mod. p. 140 
No. 13, 153, 167, 168 
American Standards and Ideals, 

Cit. p. 153 
Animals, T, L. p. 34; World p. 67; 
Seasons pp. 79, 82, 84 ; P. 6- 
A. p. 96', E. & W. p. 121; 
Cit. p. 149 



No. 3, 4, 5, 57 to 96, 115. 
116, 138, 140, 141, 142, 196 
Apples, T. L. p. 34; Lands p. 44; 
World p. 50 ; Seasons p. 73 ; 
P. & A.p.%6\E. & ^F. pp. 
113, 118; Cit. 148 
No. 41 
"April," Story p. 192 

No. 25 
Arab, T. L. p. 31 \ Lands p. 40; 
E. & W. p. 124; Prim. & 
Mod. p. 137 
No. 49, 186 
Arachne, Story p. 169 

No. 84 
Asia, T. L. p. 34 

No. 68, 70, 94, 103, 104, 125, 
126, 127, 135, 138, 175, 176, 
188 to 194 
Australia, T. L. pp. 33, 34, 35, 37 
No. 21, 69, 83, 121, 196, 197 
Automobiles, T. & T. p. 128; Prim. 
& Mod. pp. 140, 142 
No. 150, 151 
Autumn, Seasons p. 72 

No. 29, 30, 34, 35, 37, 41, 87 



173 



174 



INDEX 



B 



Baby, T. L. pp. 36, 2>7 ; Lands p. 40 ; 
World p. 67;T.& 7. p. 127 
No. 12, 135, 140, 169, 176, 
179, 187, 192, 193, 199 
Bagley, Dr. Wm. C, pp. 11 to 15 
Baking, T. L. p. 35 ; World p. 56 ; 
E. & W. p. 120; Prim. & 
Mod. p. 141 
No. 103 
Bamboo, T. L. p. 34 ; World p. 63 ; 
P. & A. p. 86 
No. 56, 105 
Banana, T. L. p. 34 ; World p. 49 ; 
Seasons p. 72>;P.& A. p. 87 ; 
E. & W. pp. 114, 118; at. 
p. 146 
No. 47, 48 
"Barefoot Boy, The," Story p. 170 
No. 1, 25, 26, 27, 28, 29, 41, 
80 
Bear, p. 27 ; T. L. p. 34 ; World p. 
69; Seasons p. 74; P. & A. 
p.96;E. & IV. pp. 114, 122; 
Prim. & Mod. p. 139; Story 
p. 168 
No. 58, 59 
Beaver, T. L. p. ZZ; P. & A. p. 96 ; 
E. & W. p. 122 
No. 61 
Bed Clothes, E. & W. p. 125 

No. 164 
Bedouin, T. L. p. 37 ; Lands pp. 40, 
44; World p. 63; E. & W. 
p. 124; Prim. & Mod. p. 
137; Cit. p. U7; H. & H. 
p. 158 
No. 175 
Bedroom, H. & H. p. 157 

No. 164 
Bee, p. 28 ; T. L. p. 35 ; World p. 
58; Seasons p. 7S; P. & A. 
p. M0;£. & W.p. 116; Cit. 
p. 148; Story, p. 171 
. No. 96 
Beef, E. & W. p. 115 

No. 91 
Being a Good American, Cit. p. 151 
Belgium T. L. p. 36 

No. 130, 132 
Best, Isabel, H. & H. pp. 155 to 

163 
Birds, T. L. p. 35; World p. 54; 
Seasons p. 73; P. & A. p. 



106; E. & W. p. 122; Cit. 
p. 150 
No. 73 to 83, 86, 87, 88 
Bison, T. L. p. 34; World p. 67; 
Seasons pp. 74, SI; P. & A. 
p.97;E.& W.pp. 115, 122; 
Prim. & Mod. p. 136 
No. 60 
Boats, World p. 6S;T.& T. p. 130 
No. 23, 144, 145, 146, 147, 148, 
149 
"Boats Sail on the River," Story 
p. 171 
No. 146 
Bohemia, T. L. p. 37 ; Child, p. 43 

No. 183 
Bottles, T. L. pp. 33, 35 

No. 12, 97 
Blackbird, T. L. p. 35 ; P. 6- A. p. 
106; Cit. p. 150 
No. 78 
Black Children, Child, p. 43 

No. 54, 134, 187 
Blacksmith T. L. p. 35 ; World p. 
58 
No. 112 
Blind Man's Bufif, T. L. p. 33; 
Child, p. 39 
No. 9 
Blossoms, T. L. p. 34 
Bluebell, T. L. p. 33; P. & A. p. 
87; Story p. 171 
No. 28 
Bluejay, T. L. p. 35: P. & A. p. 
107; Cit. p. 150 
No. 79 
Brazil, T. L. p. 34 

No. 55 
Bread, T. L. pp. 35, 36; World p. 
56; £. cSr- W. p. 120; Prim. 
& Mod. p. 141 ; H. & H. p. 
163 
No. 102, 103, 131, 133 
Brick, T. L. p. 35 ; World p. 59 

No. 109 
Bridge, World p. 60 

No. 23 
Brochhausen, Anna, Cit. pp. 143 to 

154 
Bronx Park, T. L. p. 34 

No. 59, 61 
Brook, T. L. p. 33; World pp. 46, 
47 
No. 2, 3, 25 



INDEX 



175 



Brown Children, Lands p. 43 

No. 38, 199, 200 
Bruce and the Spider, Story p. 169 

No. 91 
Bryce, Katherine T., pp. 7 to 10 
Buds, Seasons p. 81 

No. 25 
Buffalo, T. L. pp. 35, 36; World 
p. 66;£. & TF. p. 115; T. & 
r. p. 129; Prim. & Mod. p. 
142 ; at. p. 149 
No. 89, 136 
Bulgaria, T. L. p. 35 

No. 102 
"Bunny Cotton Tail," Story p. 168 

No. 85 
Butter, T. L. p. 36 ; World p. 58 ; 
E. & [F. pp. 116, 119; Prim. 
& Mod. p. 141; Cit. p. 148; 
H. & H. p. 162 
No. 128, 129 
Buying, E. & W. p. 119. 

No. 130, 131, 132, 133, 134 
C 
Cabbage, E. & W. p. 112 

No. 132 
Cabin, T. L. p. 37 ; World p. 62 ; 
Prim. & Mod. p. 137 
No. 168 
Cacao, T. L. p. 36; World p. 53; 
P. & A. p. 87; E. & W. p. 
114; Cit. p. 147 
No. 118 
California, T. L. p. 34; World p. 49 

No. 42, 44, 45 
Calves, E. & W. pp. 115, 118 

No. 13, 92 
Camel, T. L. p. 36; World p. 66; 
P. & A. p. 97; E. & W^. pp. 
115, 122; T. & T. pp. 128, 
129; P. & M. pp. 137, 142; 
Cit. p. 149 
No. 138 
Canada, T. L. pp. ZZ, 37 

No. 20, 178 
Canal, T. L. p. 36 ; World p. 65 ; 
T. & T. p. 128; Prim. & 
Mod. p. 142 
No. 148, 180, 181 
Canal Boat, T. & T. p. 130 

No. 148 
Cane, T. L. p. 34; World p. 52; 
P. & A. p. 94; E. & W. p. 
114 
No. 51 



Canoe, T. L. p. 36 ; World p. 65 ; 
T. & T. pp. 128, 130; Prim. 
& Mod. pp. 137, 142 
No. 145, 156 
Car, T. L. p. 34; T. & T. p. 128 

No. 48, HI, 143, 150 
Caravans, T. & T. p. 128 

No. 138 
Carriers, T. & T. pp. 128, 129 
No. 4, 24, 38, 50, 52, 89, 90, 
106, 134, 135, 136, 138, 139, 
142, 179 
Carrying, World p. 66 

No. 135 
Cart, World pp. 65, 66 

No. 130, 133, 136, 137, 139 
Cat, Seasons p. 74; P. & A. p. 97 ; 
Cit. p. 149 
No. 91 
Cave, T. L. p. 35 ; World p. 47 

No. 21 
Central America, T. L. p. 35 

No. 48, 101 
Century Plant, P. & A.p.^ 

No. 179 
Ceylon, T. L. pp. 34, 37 ; Child, pp. 
43, 44 
No. 52, 188 
Chickadee, T. L. p. 35 ; P. 6- A. p. 
109 
No. 73 
Chicken, T. L. p. 35 ; World p. 54 ; 
P. & A. p. 106; E. & W. 
pp. 115, 118, 122; H. & H. 
162 
No. 86 
Child as a Citizen, pp. 143 to 154 
Children, p. 27 ; T. L. pp. 33 to 37 ; 
Child, pp. 40 to 43 ; £. 6- W. 
p. 124; Cit. p. 145; H. & H. 
pp. 155 to 163 
No. 1 to 18, 23, 24, 35, 38, 
54, 117, 131, 140, 174, 175, 
177, 179, 188, 189, 190, 195, 
198, 199, 200 
Children of Many Lands, pp. 38 to 

44 
Chile, T. L. p. 36 

No. 137 
China, T. L. p. 36 

No. 135, 136, 194 
Chinaman, T. L. p. 36 
No. 135 



176 



INDEX 



Chinese, T. L. p. o7 : Child, pp. 40, 
43; £. 6- IV. p. 123; Prim. 
& Mod. p. 140; 77. (&• //. p. 
156 
No. 194, 195 
Chipmunk, T. L. p. 34; Seasons p. 
75; P. & A. p. 99 
No. 57 
Chosen, T. L. p. 37 

No. 176, 193 
Christmas, T. L. p. 33 ; Seasons p. 
79; 6-^orvpp. 167, 168, 172 
No. 17, 138, 94 
Churn, T. L. p. 36; World p. 58 

No. 128, 129 
Civic Ideas, pp. 23, 25, 27, 29 

No. 1, 23, 24, 96 
Civic Interest, T. L. p. 36 

No. 150 to 154 
Civics, Cit. p. 143 
City, p. 27 ; T. L. p. 36 ; Prim. & 
Mod. p. 140; Cit. p. 149 
No. 150, 151, 152, 153 
Clay, World p. 59 

No. 113 
Cleanliness, pp. 23, 24; H. & H. 
p. 156 
No. 1, 10, 11, 180, 181, 195 
Cleveland, T. P. p. 36 ; World p. 60 

No. 150, 151 
Clothes, T. & T. p. 132 
No. 54, 55, 93, 123 
— American, E. & W. p. 124 
No. 1, 9, 11, 14, 15, 24, 25, 98, 
131, 151, 154 
— Animals Used for, E. & W. p. 
121 
No. 60, 61, 69, 91, 92, 93, 98, 
123, 126, 138, 141, 196 
—Bed, E. & W. p. 125 

No. 164 
—Care of, E. & W. p. 123 

No. 10, 172, 177 
—Different Parts of World, E. 
& W. p. 123 
No. 100, 145, 174, 175, 177, 
183, 186, 187, 190, 195, 199, 
200 
—Grass, E. & W. p. 123 

No. 199 
— Xight, E. & W. p. 125; H. & 
H. p. 157 
No. 17 
—Plants Used for, E. & W. p. 
121 



No. 46, 54, 55 
— I'reparing Material, E. & //'. 
p. 122 
No. 114, 124, 127, 173, 184 
— Uniforms, E. & W. p. 125 
No. 151, 154, 160 
Clothing, World p. 60 

No. 54, 93, 94, 123, 124, 127, 
173, 193 
Clouds, Seasons p. 76 

No. 38, 139 
Coal, T. L. p. 35; World p. 59: 
Cit. p. 49 
No. Ill 
Cobra, World p. 60 ; P. (S- A. p. 
105 
No. 70 
Cocoa, World p. 53 

No. 118 
Coconut, T. L. p. 34; World p. 
50; Seasons p. 74; P. & A. 
p. 88;£. & Jj/ pp. 114, 118; 
H. & H. p. 162 
No. 50 
Cocoons, T. L. p. 36 ; World p. 57 

No. 126 
Coffee, T. L. p. 34; World p. 53; 
Seasons p. 13; P. & A. p. 
S8; E. & W. p. 114; H. & 
H. p. 162 
No. 53 
Cold Countries, Child, p. 43 

No. 140, 141, 174 
Colorado, T. L. p. 34 

No. 37, 64 
Columbia River, T. L. p. 36 

No. 122 
Columbus, World, p. 65 ; Seasons 
p. 7S; Prim. & Mod. p. 137; 
Story p. 170 
No. 155 
Community, p. 22 ; Cit. p. 149 
Comstock, Mrs. Anna Botsford, P. 

& A. pp. 86 to 110 
Corn, E. & W. p. 113 

No. 37 
Costa Rica, T. E. p. 34 

No. 48 
Costume, T. L. p. 37 

No. 183 
Cotton, T. L. p. 34; Child, p. 39; 
World p. 60; Seasons p. 73 ; 
P. & A. p. 88; £. (S- W. p. 
121 ; Cit. p. 149 
No. 54 



INDEX 



177 



Country Life, p. 24 

No. 123 
Cow, T. L. p. 35; World p. S3; 
Seasons p. 7A; E. & IV. pp. 
115, 116, 121; Cit. p. 149; 
Storv pp. 168, 170 
No. 91 
Crocodiles, T. L. p. 35 ; World p. 
69; P. & A. p. 99 
No. 71 
"Crumbs to the Birds," Sfor\ p. 
172 
No. 77 
Cucumbers, £. cS- 11'. p. 114 
No. 37 



Daisy, P. & A. p. 89; Siorv p. 171 

No. 7 
Date, r. L. p. ZZ\ World p. 50; 
5'^a.yo>2>y, p. 72) \ P. & A. p. 
89; £. 6- [F. pp. 114, 118; 
Cit. p. 147; //. & H. p. 162 
No. 49 
Descriptions, p. 31 
Devils, T. L. p. 37 

No. 193 
Diction, p. 15 
Digging, T. L. p. 34; Cit. p. 148 

No. 35 
Dishes, E. & W. p. 120 

No. 11, 105, 113 
Dog, T. L. p. 36 ; World pp. 65, 66; 
Seasons ^.7 A \ P. & A.i^.99; 
T. & T. pp. 128, 129; Prim. 
& Mod. pp. 136, 142; Cit. p. 
149; Storv p. 169 
No. 2, 3, 5; 8, 130, 140, 178, 
199 
Doll, T. L. p. 33 ; H. & H. pp. 156, 
161 ; Story p. 167 
No. 11, 17 
Donkey, T. & T. p. 129 

No. 139 
Downy Woodpecker, T. L. p. 35 ; 
P. & A. p. 109 
No. 73 
Drawing, p. 32 
Drift, Snow, T. L. p. 34 

No. 32 
Drink, World p. 53 



Drones, p. 28 



Drv (M.nuitries. Child, p. 44 
No. 94, 106, 175 

E 

Eating, H. & H. p. 159 

No. 104, 105 
Eggs, T. L. p. 35; World p. 54; 
E. & W. p. 116 
No. 81, 82 
Egypt, T. L. pp. 33, 35, 37; World 
p. 50 
No. 49, 106, 186 
Elephant, T. L. p. 35 ; World p. 
66\ P. & A. p. 99; T. & T. 
p. 129; Cit. p. 149; Story p. 
171. 
No. 90 
Embroidering, T. L. p. 37; World 
p. 61; E. & W. p. 122 
No. 173 
Entertainment, p. 32 
Eskimo, T. L. p. 36; Child, p. 43 ; 
E. & W. pp. 114, 124; T. & 
T. p. 128; Prim. & Mod. pp. 
134, 136; Storv p. 168 
No. 140, 144 
Exercise, T. L. p. 36; H. & H. p. 
161 
No. 153, 154 
Excursion, p. 12 
Experience, pp. 12, 18, 21 



Falls, T. L. p. 33; World p. 47 

No. 22 
Family, T. L. pp. 35, 37 

No. 95, 169, 174, 176, 199 
Farm, T. L. p. 34; Seasons p. 84 

No. 50, 123, 166 
Farmer, World pp. 52, 53, 61 

No. 24, 91, 116, 123 
Farmhouse, World p. 62 

No. 166 
Farmyard, T. L. p. 35 

No. 93 
"Farewell to the Farm," Storv p. 
192 

No. 166 
Father's Work in the World, 
World p. 57 

No. 91, 96, 97, 108, 110, 111, 
112, 113, 114, 116, 119, 120, 
122, 128, 129 



12 



178 



INDEX 



Feast, JJ'orld p. 56 

No. 104 
Feeding, T. L. pp. 34, 35, 36 

No. 58, 80, 88, 125 
Ferryboat, T. L. p. 36; World p. 
64; T. & T. p. 128 
No. 147 
Field, Eugene, Story p. 168 
Filipino, T. L. pp. 35, Z7 ; Child, p. 
AZ; E. & IV. p. 123 
No. 105, 177, 198 
Fire Department, T. L. p. 36 ; 
Child, p. 42; Cit. p. 149 
No. 152 
Fish, Seasons p. 82; E. & IV. p. 
116; H. & H.p. 163 
No. 122, 192 
Flamingoes, T. L. p. 35 ; World p. 
SS; P. & A. p. 106 
No. 83 
Flatboats, T. & T. p. 128 

No. 23 
"Fleetwing and Sweet Voice," 
Storv p. 168 
No. 88 
Flickers, T. L. p. 35; P. & A. p. 
106; Cit. p. 150 
No. 75 
Flock, T. L. p. 35 

No. 94 
Florida, T. L. pp. 34, 35 ; World p. 
49 
No. 43, 46, 71, 72, 82, 85 
Food, r.L. p. 35; T. & T.p. 131; 
H. & H. p. 161 
No. 33, 38, 40, 48, 52, 97 to 
106 
—Buying, E. & W. pp. Ill, 119 

No. 130, 131, 132, 133, 134 
— Children Helping to Provide, 
Child, p. 41 
No. 24, 33, 34, 35, 38, 40, 100, 
117, 118, 130, 171, 196 
— From Animals, E. & W. p. 114 
No. 57, 58, 59, 60, 69, 81, 85, 
86, 87, 88, 91, 92, 93, 94, 121, 
138, 141 
— From Insects, E. & W. p. 116 

No. 196 
—From Plants, E. & W. p. 112 

No. 33 to 53 
— Growing, E. & W. p. 117 

No. 33, 39, 42, 47, 49, 117 
—Harvesting, E. & IV. p. 118 
No. 34, 35, 37, 38, 40, 41 



— Labor in, World p. 51 

No. 24, 34 to 41, 48 to 53 
—Mineral, E. & W. p. 117 

No. 18, 89, 106, 119, 138, 139 
—Preparing, E. & W. p. 119 
No. 97 to 103, 118, 128, 129, 
171 
— Preservation, E. & W. p. 120 

No. 119, 120, 170 
—Serving, E. & W. p. 120 

No. 11, 104, 105, 113 
—Used for Drink, World p. 53 
No. 52, 53, 91, 118 
Foreign Children, Story p. 170 

No. 140, 189 to 192 
Fox, T. L. p. 34; World p. 69; 
Seasons p. 74; P. & A. p. 
100; E. & W.p. 122; Story 
p. 169 
No. 63 
Fresh Air, H. & H. p. 159 
No. 14, 15, 16, 33, 117 
Friendly Cow, Story p. 168 

No. 91 
Fruit, T. L. p. 34; World p. 48; 
E. & W. p. 112 
No. 40 to 50 
Fuel, T. & T. p. 132 

No. Ill, 112 
Fur, Seasons p. 79 
No. 59, 61 



Garbage, Cit. p. 130; H. & H. p. 
159 
No. 58 
Garden, T. L. pp. 34, 36 ; Child, p. 
44 ; World p. 54 ; Seasons p. 
83; £. (S- W. p. 112; Cit. p. 
148; Story p. 172 
No. 33, 117 
Geography, World p. 45 
Giraffe, World p. 68; P. 6* A. p. 
102 
No. 62 
Girl, p. 24; T. L. p. 37; Child, pp. 
40,44 
No. 11, 188 
Glacier, World p. 46 

No. 20 
Goat, T. L. p. 37; World p. 67; 
P.& A.p. \m',E.& [F. pp. 
116, 121 
No. 4, 94, 196 



INDEX 



179 



Grain, T. L. p. 34; World p. 52; 
E. & W. pp. 113, 118 
No. 37 
Granite, T. L. p. 35 ; World p. 60 

No. 110 
Grapefruit, T. L. p. 34; World p. 
49; P. & A. p. 89; E. & W. 
pp. 113, 118;//. c^//. p. 162 
No. 44 
Grass Skirts, World p. 63 ; E. & 
W. p. 123 
No. 199 
"Great, Wide, Beautiful, Wonder- 
ful World," Story p. 169 
No. 3, 166 
Greece, T. L. pp. Z6, 37 

No. 146, 184 
Greeks, Child, p. AQ; E. & W. p. 
124 
No. 184 
Grinding, T. L. p. 35 ; World p. 56 ; 
Prim. & Mod. p. 141 
No. 99, 100 
Grindstone, World p. 58 

No. 107 
Grocery, T. L. p. 36; Prim. & 
Mod. p. 140; H. &H.p. 163 
No. 131 



H 



Halloween, T. L. p. 34; Child, p. 
40 ; World p. 52 ; Seasons p. 
75 
No. 30 
Harbor, T. L. p. 37; World pp. 64, 
65 
No. 146, 178, 180 
Harvest, T. L. p. 34; Sea: ns p. 
72> ; Cit. p. 148 
No. 34, 35, 37, 41 
Hawaii, T. L. p. 34; Wort I p. 49 

No. 47 
Health and Hygiene, pp. 155 to 163 
Highways, World p. 48 

No. 151, 181, 189 
Hill, World p. 47 

No. 1, 15, 38, 102 
Hines, Allie M., Story p. 1''4 
Hives, p. 29 
No. 96 
Hippopotamus, T. L. p. 34 : I'.'orld 
p. 69; P. & A. p. Y'') 
No. 67 
Historical Associations, p. 25 



Historic Pictures, T. L. p. 36 

No. 155 to 166 
Hog, World p. 69 

No. 95, 98 
Holland, T. L. p. 37 ; Child, pp. 
40, 43 ; Seasons p. 7S; E. & 
W. p. 124; H. & H. p. 156 
No. 148, 181, 182, 183 
Holsteins, P. & A. p. 98 

No. 13 
Home, T. L. pp. 35, 37; Child, p. 
42; World p. 62; Prim. & 
Mod. p. 140; Cit. pp. 145, 
146 
No. 17, 105, 163 to 177, 198, 
200 
Honey, pp. 28, 29;E.& W. p. 116 ; 
U. & H. p. 162 
No. 96 
Horse, T. L. p. Z6; World p. 67; 
Seasons p. 74; B. & A. p. 
100; T. & T. p. 129; CiV. p. 
149 
No. 31, 116, 142 
Hot Countries, Child, p. 44 

No. 19, 38, 53, 89, 101, 179, 
188, 189, 198, 199, 200 
How City Helps and Protects You, 

Cit. p. 149 
How Men Work to Feed Us, Cit. 

p. 147 
How Men Work to Clothe Us, 

Cit. p. 148 
How Men Work to Shelter and 
Keep Us Warm, Cit. p. 149 
How Men Work to Supply Other 

Needs, Cit. p. 149 
How to Use the Stereograph and 
Lantern Slides, pp. 30 to 32 
How You Can Help Your Com- 
munity, Cit. p. 150 
Hunting, T. L. p. 36; E. & W. pp. 
115, 118 
No. 121 
Hut, T. L. p. 37 

No. 176 
Hygiene, pp. 23, 25 
Hygiene and Health, pp. 155 to 
163 



Ice, T. L. p. 33, 36; World p. 59; 
Seasons p 77 ; E. & IV. p. 
120: Cit. p. 149 
No. 19, 20, 120 



180 



INDEX 



"I Dug and Dug," Storx p. 171 

No. 14, 32 
Independence Hall, T. L. p. Z7 ; 
World p. 62; Cit. p. 152 
No. 157, 158 
India, T. L. p. 34 

No. 70, 90 
Indians, T. L. p. 36 ; Child, pp. 39, 
43 ; World pp. 64, 67 \ E. & 
W. p. 124; Prim. & Mod. p. 
136; Cit. p. 147 
No. 101, 142, 156, 169, 170, 
171, 179 
Industries, T. L. p. 35; Prim. & 
Mod. p. 141 
No. 107 to 133 
Insects, Seasons p. 82 

No. 84, 96 
Ironing, 7. L. p. 37 ; JVorld p. 57 

No. 107 
Italy, T. L. p. 36; Child, p. 43 
No. 133, 173 



Jack-in-the-Pulpit, T. L. p. 33; 
Seasons pp. 74, 83; F. cS"^. 
p. 90; Story p. 171 
No. 27 
Jamaica, T. L. p. 36; Child, p. 43 

No. 134 
Japan, T. L. pp. 36, Z7 

No. 125, 126, 127, 189, 190, 
191 
Japanese, T. L. p. 37; Child, pp. 
40, 43, AA; E. & W. p. 123; 
H. & H. p. 156 
No. 125, 126, 127, 189, 190, 
191 
Java, T. L. p. 34; Child, p. 44 

No. 53, 56 
Jay, T.L. p. 35; F. & A.v- 107 

No. 79 
Jcnolan Caves, T. L. p. 33 

No. 21 
Jersey Calves, P. & A. p. 98 

No. 92 
Jerusalem, T. L. p. 36 

No. 104, 108^ 
Judea, T. L. p. 35 

No. 94 
Jugglers, T. L. p. 34; P. & A. p. 
105 
No. 70 



Jungle, T. L. p. 34 

No. 56, 62 
"Just So Stories," Storx p. 171 

No. 62, 67, 68, 69, '71, 90, 138 



Kangaroo, T. L. p. 34; World p. 
68; P. 6- A. p. 101; E. & 
W. p. 121 ; Story p. 171 
No. 69 
Kayak, T. L. p. 36 ; World p. 65 ; 
T. & T. pp. 129, 130; Prim. 
& Mod. pp. 136, 142 
No. 144 
"Keeping Store," Storx p. 172 

No. 30 
Kipling, Rudyard, Story p. 171 
Kites, T. L. p. 37 ; Child, p. 41 

No. 189 
Korea, see Chosen 
Koreans, Child, p. 43; World p. 
6\\ E. & W. p. 123; Prim. 
S'Mod.p. 140; Cit. p. 147 
No. 176, 193 



Labor — Co-operation, Cit. p. 147 
Labor Day, Seasons p. 75 

No. 97, 110 to 116, 122, 128 
Labor in Foods, World p. 51 
Lamb, T. L. p. 35: Story p. 171 

No. 12, 93, 123 
Land and Water Forms, World p. 
47 
No. 1, 15, 19, 20, 21, 22, 23, 
25, 38, 141, 166, 192, 197 
"Language Training through Vis- 
ualization," pp. 11 to 15 
Lapland, T. L. p. 37 

No. 174 
Laplander, T. L. p. 37; Child, pp. 
40, 43 ; World p. 6Z\ E. & 
W. p. 124; Prim. & Mod. 
pp. 136, 140; Cit. p. 147 
No. 174 
Lapp, see Laplander 
Latex, P. & A. p. 93; E.& JV. pp. 
121 
No. 55 
Leaves, T. L. p. 36 : Seasons p. 74 ; 
P. & A. p. 95; E. & W. p. 
112 



INDEX 



181 



No. 52, 125, 132 

Lemons, T. L. p. 34; F. & A. p. 90; 
E. & W. pp. 113, 118 
No. 43 
Liberty Bell, T. L. p. 37; World p. 
62; at. p. 154 
No. 158 
Life, Prim. & Mod. pp. 136 to 142 
Lincoln, T. L. p. 37 ; World p. 60 ; 
Seasons p. 80; Cit. p. 152; 
Story p. 169 
No. 159 
Lions, T. L. p. 34; World p. 68; 
P. & A. p. 101 
No. 66 
Lip Ornaments, E. & JV. p. 123 

No. 199 
Little Cousins All the Way Round 
the World, Child, p. 37 
No. 9, 15, 19, 38, 54, 88, 89, 
101, 102, 103, 105, 167 to 200 
''Little Red Hen," Storx p. 167 

No. 86 
Log House, Child, p. 42; Prim. & 
Mod. p. 140 
No. 168 
Longfellow, Henry W., T. L. p. 
37 ; Seasons p. 80 ; Storv p. 
170 
No. 165 
Loom, T. L. p. 36 ; E. & W . p. 
122; Prm;. & Mod.\?. 138 
No. 127 
Lumber, T. L. p. 35 ; World p. 59 ; 
Seasons p. 74; Cit. p. 149 
No. 108 
Lucia, Rose, p. 31; T. L. p. 33; 

Seasons pp. 71 to 86 
Lungwort, T. L. p. 33 
No. 28 



M 



^lachine Filling Bottles with Milk, 
T. L. p. 35 

No. 97 
Madeira Islands, T. L. p. 37 

No. 172 
Maize, F. cS- /^. p. 90 

No. 30 
Mammals, P. & A. p. 102 

No. 62 
Manchuria, T. L. pp. 36, 37 

No. 135, 194 



Maple Tree, p. 25; V. L. p. 23; 
Child, pp. 41, 43; PVorld p. 
52; Seasons p. 83; P. & A. 
p. 94 
No. 24 
Maple Sugar, p. 25 ; World p. 52 ; 
P. & A. p. 94; E. & W. p. 
114; Prim. & Mod. p. 138; 
Cit. p. 148 
No. 24 
Market, T. L. pp. 34, 36 ; Child, p. 
41; JVorld p. 54; E. & W. 
pp. 112, 119; //. & H. p. 
159; Cit. p. 148 
No. 31, 132 
"Mary Had a Little Lamb," Story 
p. 168 
No. 12, 93 
IMassachusetts, T. L. p. 37 

No. 161, 162, 165, 166 
McMurry, Dr. Frank M., pp. 16 

to 18 
Mealtime, T. L. p. 35 

No. 105 
Mears, Louise Wilhelmina, Prim. 

& Mod. pp. 133 to 142 
Meat, E. & W. p. 114 

No. 58, 59, 60, 69, 72, 77, 86 
87, 88, 89, 91, 92, 93, 94, 
95, 98, 121, 138, 141 
Melons, E. & W. p. 114 

No. 37 
Memorial Day, T. L. p. 37 ; World 
p. 60; Seasons p. 85; Cit. p. 
153 
No. 160 
Mexico, T. L. pp. 33, 35, 36; Child. 
p. 44 
No. 19, 109, 115, 139 
Milk, T. L. pp. 35, 36; World pp. 
53, 58; P. & A.p.91;E. & 
IV. pp. 116, 119; T. 6- T. p. 
127; Prim. & Mod. p. 141; 
Cit. p. 148: H. & H. p. 161 
No. 12, 91, 92, 97, 130, 131, 
134, 196 
Milking, T. L. pp. 35, 37: ll'orld 
p. 58; Cit. p. 148 
No. 91, 196 
"Milking Time," Story p. 172 

No. 91 
Milk Wagon, T. L. p. 36 

No. 130 
Mine, r. L. p. 35 ; World p. 59 
No. Ill 



182 



INDEX 



Mineral Foods, E. & W. p. 117 

No. 89, 106, 119 
Minnehaha Falls, T. L. p. 33 

No. 22 
Minnesota, T. L. p. 33 

No. 22 
Mirick, G. A., pp. 19, 20 
Modern Life and Homes, pp. 139 

to 142 
Moore, Annie E., Child, pp. 38 to 

44 
Mothers' Meetings, p. 22 
Mothers' Work in the World, 
World p. 55 
No. 99, 101, 102, 103, 125, 126, 
127, 171, 172, 177, 192 
Mountain, Child, p. 44; World p. 
47 
No. 19, 20, 51, 118 
Mountaineer's Cabin, T. L. p. 37 ; 
Prim. & Mod.p. 137; Cit.p. 
146 
No. 168 
Mt. Vernon, T. L. p. 37 ; World p. 
62; Prim. & Mod. pp. 139, 
141 ; Cit. p. 146 
No. 162, 163 
"Mrs. Tabby Gray," Storv p. 169 

No. 91 
Mulberry, T. L. p. 36 

No. 125 
Museum, World p. 69 

No. 62 
Mutton, E. & W. p. 115 
No. 93, 94 



N 



"Nan and Ned in Holland," Story 
p. 168 
No. 148, 180, 181, 182 
Natural Features of the Earth, T. 
L. p. 33 
No. 18 to 23 
Nature Study, pp. 23 to 28; ^'m- 

sons pp. 71 to 85 
Negroes, Child, p. 43 ; World pp. 
52, 60 
No. 51, 54, 187 
Nest, T. L. p. 35 ; P. 6- A. p. 108 

No. 81, 82 
Netherlands, see Holland 
New England, T. L. pp. 34, 35 
No. 32, 93, 161, 162, 165, 166 



New Guinea, T. L. p. 36 ; Child, pp. 
40, 43, AA; E. & W. p. 123; 
Prim. &Mod.'^.\2>7 
No. 145, 190 
New Jersey, T. L. p. 36 

No. 113 
New Year, T. L. p. 37 ; Seasons p. 
80 
No. 197 
New York, T. L. pp. 34 

No. 34, 35, 40 
New York City, pp. 34 

No. 59, 61, 147, 153 
Night Clothes, E, & W. p. 125; 
H. & H. p. 157 
No. 17 
Nile, T. L. p. 35 

No. 106 
Noonan, Margaret E., E. & W. pp. 

Ill to 125 
Norway, T. L. pp. 36, 37 
No. 124, 174 



Oak, T. L. p. 33; Child, p. 40; P. 
& A. p. 91 
No. 26 
Ocean, World pp. 47, 48 

No. 161, 192, 197 
Ohio River, p. 27; T. L. p. 33; 
Child, p. 42; World p. 60; 
Seasons p. 77 ', T. & T. p. 
128; Story p. 169 
No. 23 
"Old Man Kangaroo," Story p. 171 

No. 69 
Olives, T. L. p. 34; World p. 49; 
Seasons p. 73; P. & A. p. 
91; E. & W. p. 113 
No. 45 
Onions, T. L. p. 34; World p. 51 ; 
Seasons p. 73; P. & A. p. 
9\; E. & W. pp. 112, 118; 
H. & H. p. 162 
No. 34 
Oral Expression, p. 11 
Oranges, T. L. p. 34 ; World p. 49 ; 
P. & A. p. 9\;E. & W. pp. 
113, 117;//. 6-//. p. 162 
No. 42 
Oregon, T. L. p. 36 
No. 122 



INDEX 



183 



Ostrich, T. L. p. 35 ; World p. 54 ; 
P. & A. p. 108; E. & IV. p. 
122 
No. 82 
Ox, T. L. p. 36 ; World p. 65 ; T. 
cS- 7. p. 129; Prim. & Mod. 
p. 142; Cit. p. 149 
No. 137 



Palm, T. L. p. 34 ; Seasons p. 73 ; 
P. & A. p. 89 
No. 49 
Parents Show Pride and Love, Cit. 
p. 145 
No. 99, 100, 101, 102, 103, 135, 
169, 173, 187, 192, 194, 195 
Parent-Teacher Association, p. 22 
Palestine, T. L. pp. 35, Z7 

No. 94, 100, 185 
Parks, p. 28; T. L. p. 37; Cit. p. 
150; H. & H. p. 157 
No. 22, 58, 60, 150, 159, 161, 
"Patsy the Calf," Story p. 168 

No. 92 
Peasants, T. L. p. 35 

No. 99 
Pennsylvania, T. L. pp. 33, 35 

No. 23, 91, 111 
People, T. & T. p. 132 

No. 144, 145, 149, 150, 176 
"Peter Rabbit," Story p. 168 

No. 85 
Pheasant, T. L. p. 35 ; P. & A. p. 
107; E. & JV.p. 115; Cit. p. 
150 
No. 77 
Philippine Islands, p. 26 ; T. L. pp. 
34, 35; Child, pp. 40, 44; 
World pp. 50, 51 
No. 38, 39, 50, 105, 198 
Picking, T. L. p. 34 

No. 40, 41, 52, 53, 54 
Pictures, pp. 7 to 10 
Pig, T. L. pp. 35, 36; P. & A. p. 
102; E. & fF. pp. 115, 118 
No. 95, 98, 135, 199 
Pigeons, T. L. p. 35 ; World p. 54 ; 
P. & A.p. 107; E. & W. p. 
115; Cit. p. 150 
No. 88 
Pilgrim Stories, Story p. 170 
No. 32, 161, 162' 



Pineapple, T. L. p. 34; World p. 
49; Seasons p. 73 ; P. & A. 
p. 92;£. & JF. pp. 113, 121; 
Cit. p. 147 
No. 46 
"Pine Needles," Story p. 172 

No. 17 
Pioneer Life in America, Prim. & 
Mod. p. 137 
No. 32, 124, 127, 142, 155, 156, 
161, 162, 168, 169, 170 
Pioneer Stories, Story p. 170 

No. 13, 24, 58, 60, 64, 91, 123, 
124, 158, 168, 169, 170, 171 
Pittsburgh, p. 27 ; T. L. p. 33 

No. 23 
Plain, World p. 47 

No. 141 
Planning the Lesson, p. 30 
Planting, Seasons p. 83; Prim. & 
Mod. p. 141 ; Cit. p. 148 
No. 26, 29, 39, 51, 117 
Plants and Animals, pp. 86 to 110 
Plants from Which Clothes Are 
Made, E. & IV. p. 121 
No. 46, 54, 55 
Plants Used as Food, E. & W. p. 
Ill; H. & H. p. 162 
No. 33 to 53 
Plants, Useful, T. L. p. 34 

No. 33 to 56 
Plates, T. L. p. 35 

No. 118 
Play, T. L. p. 33 ; Child, pp. 40, 41 ; 
H. & H. pp. 159, 160 
No. 1 to 17, 177, 189, 196, 
197, 198 
Playgrounds, Cit. p. 150 

No. 153 
Playhouse, World p. 63; Cit. p. 147 

No. 198 
Plow, T. L. p. 36;E.& W. p. 117; 
Prim. & Mod. pp. 139, 141 ; 
Cit. p. 148 
No. 115, 116 
Plowing, T. L. p. 33 ; World pp. 
54, 57 ; Prim. & Mod. p. 142 
No. 13, 116, 117 
Plymouth Rock, T. L. p. 37 ; Child. 
p. 42 ; World p. 62 ; Seasons 
p. 75; Prim. & Mod. p. 137 
No. 161, 162 
Polar Bear, p. 27 ; T. L. p. 34 ; P. 
& A. p. 96 
No. 59 



184 



INDEX 



Policeman, T. L. p. 36; Child, p. 
42; Prim. & Mod. p. 140; 
Cit. p. 150 
No. 151 
Pony, T. L. p. 36; T. & T. pp. 128, 
129; Cit. p. 149 
No. 142 
Popocatapetl, T. L. p. 33; Child. 
p. 44 
No. 19 
Potatoes, T. L. p. 34; World p. 51 ; 
Seasons p. 73; P. & A. pp. 
94, 95; E. & W. pp. 112, 
118; 07. p. 147; H. & H. p. 
162 
No. 35, 38 
Potter, T. L. p. 35; World p. 59; 
Cit. p. 149 
No. 113 
Prague, T. L. p. 37; Child, pp. 40, 
43 ; £. cS- JF. p. 124 
No. 183 
Praying, T. L. p. 37 

No. 193 
Preparation of Soil, E. & W. p. 
117 
No. 13, 115, 116 
Preparing Food, E. & W. p. 117 
No. 97, 98, 99, 100, 101, 102, 
103, 118, 128, 129, 171 
Primitive and Modern Life and 

Homes, pp. 133 to 142 
Project Plan, p. 30 
Puma, T. L. p. 34; World p. 68; 
P. & A. p. 102 
No. 64 
Pumpkin, World p. 52 ; P. & A. p. 
90; Story p. 170 
No. 30 
Pussy Willow, T. L. p. 34; Sea- 
sons p. 83; P. & A. p. 92; 
Storv p. 171 
No. 25 



Quail, T. L. p. 35; World p. 81: 
P. & A. p. 108 
No. 81 
Quarry, T. L. p. 35 ; World p. 60 
Cit. p. 149 
No. 110 
Quebec, T. L. p. ZZ 
No. 31 



Rabbit, World p. 69; P. & A. p. 
102; E. & W. p. 115 
No. 85 
Races, Child, p. 43 

No. 8, 38, 54, 140, 170, 179, 
182, 183, 187, 190, 194, 195, 
199 
Railroad, Prim. & Mod. p. 140 

No. 143 
Raising Animals for Food, E. & 
W. p. 118 
No. 91, 92, 95, 96, 97 
Raspberries, T. L. p. 34 ; World p. 
50;P. (S"^. pp. 92,93 ;£.<3' 
W. pp. 112, 118; Cit. p. 148 
No. 40 
Read. T. L. p. 37 

No. 190 
Reading, Story p. 166 
Reel, T. L. p. 36; World p. 57 

No. 124, 126 
Reindeer, T. L. p. 36 ; World p. 65 ; 
P.& A.p. 103 ;£. & W.w. 
115, 122; T. & T. pp. 128, 
129; Prim. & Mod. pp. 137, 
142; Cit. p. 149 
Remus, Story p. 168 

No. 58, 59 
Reviews, p. Z2 

Rhinoceros, p. 34; World p. 68: 
P. & A. p. 103; Story p. 171 
No. 68 
Rice, p. 26 ; T. L. p. 34 ; World p. 
51; P. & A.p.93; E. & W. 
pp. 113, 118; H. & H.p. 163 
No. 39 
River, p. 27; T. L. pp. 33, 35, 36; 
World pp. 46, 47; T. & T. 
p. 130 
No. 23, 106, 122 
Road, T. L. p. 36; World p. 48; 
T. & T. p. 130 
No. 23, 137, 138, 148, 150, 
151, 181, 189 
Robin, T. L. p. 35; P. & A. p. \0S; 
Cit. p. 150; Story p. 172 
No. 80 
Roots, E. & W. p. 112 
No. 34, 35, 38, 39 
Rowing, H. & H. p. 161 

No. 144, 145 
Rubber, T. L. p. 34 ; World p. 52 ; 
Seasons p. 73; P. & A. p. 



INDEX 



185 



93; £. 6- IV. p. 121; Cit. p. 

148 
No. 55 
Russia, T. L. p. 35 ; Child, p. 44 ; 

E. & W. p. 124; Prim. & 

Mod. p. 99 
No. 99 



Sailboat, T. L. p. 36; T. 6* T. pp. 
122, 130; Pnm & Mod. p. 
142 
No. 146 
Salisbury, Ethel I, T. & T. pp. 126 

to 132 
Salmon, T. L. p. 36 ; World p. 59 ; 
P. & A. p. 103; E. & W. 
p. 116; Cit. p. 147; H. & H. 
p. 163 
No. 122 
Salt, T. L. p. 36; World p. 58; E. 
& W. pp. 117, 120; Cit. pp. 
148, 149 
No. 119 
Salvador, T. L. p. 35 

No. 101 
Samoa, T. L. p. 37; Child, pp. 40, 
43,44; E. & W.^. 123; Cit. 
p. 147 
No. 200 
"Santa Claus Stories," Story p. 168 

No. 17, 141 
Santa Maria, The, T. L. p. 36; 
Seasons p. 75 ; T. & T. pp. 
128, 130 
No. 155 
Sap, Seasons, p. 81 ; E. & W. p. 
114 
No. 24 
Savages, T. L. p. 36; E. & W. p. 
123; T. & T. p. 128; Prim. 
& Mod. p. 137 
No. 145 
Saw, T. L. p. 36 

No. 120 
School, T. L. pp. 36, 37 ; Cit. p. 
154; H. & H. p. 157 
No. 117, 185, 186, 191 
Seasons, T. L. p. 33; World p. 51 

No. 24 to 32, 39 
Seasons, The, pp. 71 to 85 
Seeds, T. L. p. 34 ; Seasons pp. 73, 
83; P. cS-.^.p. 89 
No. 29 



"See, Saw, Margery Daw," Story 
p. 169 
No. 8 
Selling, T. L. p. 36 

No. 131 
Shearing, p. 24 ; T. L. p. 36 ; World 
p. 61 
No. 123 
Sheep, p. 24; T. L. pp. 35, 36; 
World p. 61 ; Seasons p. 74 ; 
P. & A. p. 104; E. & W. 
pp. 115, 121; Cit. p. 148 
No. 93, 94, 123 
Shelter, World p. 62; T. & T. p. 
131 
No. 157, 161 to 168 
Shepherd, T. L. p. 35 ; World p. 61 

No. 94 
Ship, T. L. p. Z7; T. & T. p. 128 

No. 155, 178 
Shoes, T. L. pp. 36, 37; World p. 
59: E. & W. p. 122; Cit. p. 
148 
No. 114, 181 
Silk, T. L. p. 36; E. & W. p. 121 

No. 126, 127 
Silkworms, T. L. p. 36; World p. 
57;P. (S-^.p. 104;£. 6- W. 
p. 121 ; Cit. p. 148 
No. 125 
"Singing," Story p. 170 

No. 75, 80, 146, 149, 189 to 
192 
Sled, T. L. p. 36; World p. 65; 
T. 6- r. p. 128; Prim. & 
Mod. p. 125 
No. 15, 140, 141 
Sledge, see Sled 

Smith, Captain John, T. L. p. 36; 
World p. 64; r. cS- r. p. 
128; Ctf. pp. 152, 153; Story 
p. 170 
No. 156 
Snake, T. L. p. 34; World p. 60; 
P. & A. p. 105 
No. 70 
Snake Charmer, World p. 60 

No. 70 
Snow, T. L. p. 33; Child. ^. 44; 
Seasons p. 77; Prim. & 
Mod. p. 136; H. & H.p. 159 
No. 14, 15, 16, 19, 20, 31, 32, 
141 
Snowflakes, Story p. 171 
No. 31 



186 



INDEX 



Snow House, T. L. p. 33; Child, p. 
40 
No. 14 
Snow Man, T. L. p. 33 ; Story p. 

167 
Snowstorm, T. L. p. 34 

No. 31 
Social Problems, pp. 23 to 29 
Sod Hut, Prim. & Mod. p. 136 

No. 174 
Soil, Seasons p. 81 

No. 13, 49, 115, 116, 175 
Soldiers, T. L. pp. 33, 36 

No. 5, 6, 154, 160 
Song Sparrow, T. L. p. 35 ; P. & 
A. p. 108 
No. 76 
Sparrow — See Song Sparrow 
Spider, T. L. p. 35 ; Seasons p. 74 ; 
P. 6-^. p. 110; Story ^. 168 
No. 84 
Spinning Wheel, T. L. p. 36; 
World p. 6\; E. & W. p. 
122 ; Prim. & Mod. p. 138 
No. 124 
Spring, T. L. p. 33; World p. 46; 
Seasons p. 80 ; £. cS' W. pp. 
117, 125; Story p. 172 
No. 18, 25, 138 
Squashes, E. & W. p. 114 

No. 37 
Squirrel, T. L. p. 34 ; Seasons p. 57 

No. 57 
"Squirrel's Arithmetic, The," Story 
p. 171 
No. 57 
Statue, T. L. p. 37 ; World p. 60 

No. 159 
Steam, Seasons p. 77 

No. 143, 147, 149 
Steamboat, T. L. p. 36; World p. 
64; T. & T. p. 128; Prim. 
& Mod. pp. 140, 142 
No. 149 
Stereographs for Young Children, 

pp. 16 to 18 
Stevenson, Robert Louis, Story p. 

168, 170 
"Stone Cutter, The," Storx p. 168 

No. 110 
Stories of Lincoln, Storx p. 169 

No. 54, 159 
Stories of Washington, Storx p. 
169 
No. 23, 163, 164, 165 



Story Telling and Reading, pp. 164 

to 172 
Stream, T. L. p. ZZ ; World p. 47 

No. 2, 3, 25 
Street, T. L. p. 37; H.& H. p. 157 

No. 150, 151, 173 
Street Scenes, Child, p. 42 

No. 98, 102, 134, 135, 151, 

152, 159, 161, 162, 181, 183 

Street Cars, T. & T. p. 128; Prim. 

& Mod. p. 140 

No. 150, 151 

Studies of the World in Which We 

Live, pp. 45 to 70 
Sugar Cane, T. L. p. 34 ; World p. 
52; P. & A.p.94; E. & W. 
pp. 114, 118 
No. 51 
Sugar Maple, p. 25 ; T. L. p. 33 ; 
P. & A. p. 94 
No. 24 
Summer, Seasons pp. 80, d>S; E. & 
W. p. 125 
No. 1, 5, 6, 9, 10, 23, 36, 40, 
167 
Summer Carnival, A, Child, p. 40 

No. 7 
Sunshine, H. & H. p. 157 

No. 163, 166, 167 
Sweet Potatoes, T. L. p. 34 ; World 
p. 52; P. & A. p. 94 
No. 38 
Swimming, H. & H. p. 161 

No. 197 
Syntax, p. 14 
Syria, T. L. p. 35 
No. 103 



Table, H. & H. p. 161 

No. 11 
Tap, T. L. pp. 33, 34 

No. 24, 55 
Tea, T. L. p. 34 ; Child, p. 41 ; 
Seasons p. 52 ; World p. 53 ; 
P. & A. p. 9S; E. & W. p. 
112 
No. 52 
Teaching Content, The, pp. 19 to 

29 
Tea Party. The, Child, p. 40 

No. 11 
Team, T. L. p. 36 

No. 130, 136, 137, 140 



INDEX 



187 



Temperate Countries, Child, p. 43 
No. 3, 16, 24, 25, 31, 99, 117, 
132, 176, 180, 189, 190 
Tent, T. L. p. 37; World p. 63; 
Cit. p. 147 
No. 169, 170, 175 
Termite, P. & A. p. 105 

No. 121 
Texas, T. L. p. 34 

No. 54 
Thanksgiving, Seasons p. 75; 
Story p. 171 
No. 37, 87, 161, 162, 181, 182 
Thatch, T. L. p. 37 

No. 176 
Things Worth Remembering in 
Our History, Cit. p. 152 
No. 117, 155 to 166 
"This Is the Way We Wash Our 
Clothes," Storv p. 168 
No. 10, 172 
"Three Bears," Story p. 169 

No. 58 
"Three Goats," Story p. 169 

No. 4, 196 
"Three Pigs," Story p. 169 

No. 95, 198 
Thrift, Cit. p. 152 

No. 24, 33, 34, 35, 40, 96, 
117, 154, 167 
Tiger, T. L. p. 34; World p. 68; 
P. & A. p. 105 
No. 65 
Title List, pp. 33 to 37 
Tomatoes, T. L. p. 34; Child, p. 
A\;P.& A. p. 9S;E.& W. 
pp. 112, 117 
No. 33 
Tortillas, T. L. p. 35 ; Child, p. 44; 
World p. 56; E. e-r W, p. 
119; Prim. & Mod. p. 136 
No. 101, 171 
Traffic Policeman, T. & T. p. 128 

No. 151 
Train, T. L. p. 36; World p. 64; 
T. & T. p. 128 
No. 143 
Transportation, p. 27 ; T. L. p. 36 ; 
World p. 64 
No. 23, 134 to 149 
—of Food, E. & W. p. 118 
No. 31, 33, 34, 35, 48, 143, 
148 
—by Land, T. & T. p. 127 ; Prim. 
& Mod. p. 141 



No. 130 to 143, 150, 151, 176 

—by Water, T. & T. p. 128; 
Prim. & Mod. p. 142 
No. 23, 144 to 149, 155 
—Means of, T. & T. p. 128 
—Safe and Rapid, T. & T. p. 130 

No. 143, 149, 150, 151 
— Slow and Uncertain, T. & T. 
p. 130 
No. 135, 137, 146, 155 
Travel and Trade, pp. 126 to 132 
Treadwell, Harriette Taylor, 

World pp. 45 to 70 
Trees, p. 25; T. L. pp. 33, 34; 
World p. 46; Seasons pp. 
74, 78, 83 
No. 1, 2, 6, 24, 47, 55, 168 
Trenton, T. L. p. 35 

No. 113 
Tuber, P. & A. pp. 94, 95 

No. 35, 38 
Turkeys, T. L. p. 35 ; World p. 55 ; 
Seasons p. 75 ; F. (S- /^. p. 
109; E. & W. pp. 115, 118, 
122; H. & H. p. 162 
No. 87 
Turnips, E. & W. p. 112 

No. 37 
Turtle, T. L. p. 35 ; World p. 68 ; 
P. & A. p. 105; E. & W. p. 
115 
No. 72 
Twenty-third Psalm, Story p. 169 

No. 94 
Types of Homes and Home Sur- 
roundings, Child, p. 42 
No. 99, 102, 105, 123, 167, 168, 
169, 174, 175, 176, 181, 194, 
199, 200 



U 

Uniforms, E. & W. p. 125 

No. 151, 154, 160 
Useful Plants, T. L. p. 34 

No. 33 to 56 
"Use of Flowers," Story p. 171 



Value of Pictures in Teaching, pp. 

7 to 10 
Valley, World p. 47 
No. 20, 23, 141 



188 



INDEX 



Veal, E. & JV. p. 115 

No. 92 
Vegetable, T. L. p. 34; Child, p. 
44; World p. S2', P. & A. 
p. 9S; E. & W. pp. 112, 118 
No. 37, 55, 132 
Venice, T. L. p. 35 

No. 88 
"Visit from St. Nicholas, A," 
Story p. 172 
No. 17 
Visual Education, p. 3 
Visual Education Through the 

Stereograph, pp. 19, 20 
Vocabulary, p. 14 



W 

Wash Day, T. L. pp. 33, 37 ; Child. 
p. 40; H. & H.p. 156 
No. 10, 172 
Washing, World p. S7 ; E. & W. 
p. 123; H. & H.p. 157 
No. 10, 172, 181 
Washington, George, T. L. p. 37; 
Seasons p. 80; H. & H. p. 
157; Story v>. 169 
No. 23, 157, 158, 163, 164, 165 
Washington State, T. L. pp. 34, 35 

No. 36, 41, 108 
Water, £. & W. p. 117; //. (&■ H. 
p. 162 
No. 18, 89, 106, 138, 139 
Water Carrier, T. L. p. 35, 36; 
Child, p. 44; World p. 55; 
£. 6- J^F. p. 117; Cit. p. 149 
No. 89, 106, 139 
Water Forms, World p. 46; Sea- 
sons p. 76 
No. 22, 23, 25, 106, 161, 192, 
197 
Weaving, T. L. p. 36; World pp. 
57,61; E. & W. p. 122; Cit. 
p. 149 
No. 127 
Web, p. 35 
No. 84 
West Indies, T. L. p. 34 

No. 51 
Whale, P. & A.^. 102 

No. 62 
What We Eat and Wear, pp. Ill 

to 125 
Wheat, T. L. p. 34; £. 5- W. p. 113 
No. 36 



Where We Get Our Food, p. Ill 
White Race, Child, p. 43 

No. 8, 182, 183 
Whittier, T. L. p. 37 ; Seasons p. 
59; Story p. 170 
No. 166 
"Who Stole the Bird's Nest?" 
Story p. 169 
No. 91, 93, 123 
Wigwam, T. L. p. 37 ; Child, p. 42 : 
World p. 62 ; Prim. & Mod. 
pp. 136, 140 
No. 169, 170 
Wild Flowers, Season p. 83 

No. 7, 27, 28 
Willow, T. L. p. 33 

No. 25 
Wind, T. L. p. 34 

No. 29 
Winter, Seasons p. 76', E. & W, 
p. 125 
No. 10, 111, 119, 174, 180 
Winter Birds, Seasons p. 78 

No. 73, 74, 77, 79 
Winter Time, Stor\ p. 171 

No. 32 
Woodpecker, T. L. p. 35; P. & A. 
p. 109; Cit. p. 150; Story p. 
172 
No. 73, 74, 75 
Wool, p. 24; World p. 6\;P.& A. 
p. 104; E. & W. p. 121; 
Prim. & Mod. p. 138 
No. 93 
Work, Cit. pp. 147, 148, 149 

No. 107 to 133 
Workers, p. 29 



Yellow Race, Child, p. 43 

No. 140, 176, 190, 194, 195 

Yellowstone National Park, T. L. 
p. 34 
No. 58, 60 

Yoke, Prim. & Mod. p. 142 
No. 13, 136, 137 



Zebra, P. & A. p. 102 

No. 62 
Zululand, T. L. p. 37; Child, pp. 
43, 44 

No. 187 



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